Burnout among medical students during the first years of undergraduate school: Prevalence and associated factors

Abstract

ObjectiveTo evaluate the prevalence and possible factors associated with the development of burnout among medical students in the first years of undergraduate school.MethodA cross-sectional study was conducted at the Barretos School of Health Sciences, Dr. Paulo Prata. A total of 330 students in the first four years of medical undergraduate school were invited to participate in responding to the sociodemographic and Maslach Burnout Inventory-Student Survey (MBI-SS) questionnaires. The first-year group consisted of 150 students, followed by the second-, third-, and fourth-year groups, with 60 students each.ResultsData from 265 students who answered at least the sociodemographic questionnaire and the MBI-SS were analyzed (response rate = 80.3%). One (n = 1, 0.3%) potential participant viewed the Informed Consent Form but did not agree to participate in the study. A total of 187 students (187/265, 70.6%) presented high levels of emotional exhaustion, 140 (140/265, 52.8%) had high cynicism, and 129 (129/265, 48.7%) had low academic efficacy. The two-dimensional criterion indicated that 119 (44.9%) students experienced burnout. Based on the three-dimensional criterion, 70 students (26.4%) presented with burnout. The year with the highest frequency of affected students for both criteria was the first year (p = 0.001). Personal attributes were able to explain 11% (ΔR = 0.11) of the variability of burnout under the two-dimensional criterion and 14.4% (R2 = 0.144) under the three-dimensional criterion.ConclusionThis study showed a high prevalence of burnout among medical students in a private school using active teaching methodologies. In the first years of graduation, students’ personal attributes (optimism and self-perception of health) and school attributes (motivation and routine of the exhaustive study) were associated with higher levels of burnout. These findings reinforce the need to establish preventive measures focused on the personal attributes of first-year students, providing better performance, motivation, optimism, and empathy in the subsequent stages of the course.

Exploring well‐being: medical students and staff

“…In line with existing literature, students explained the transition to university provoked anxiety, especially in relation to what they perceived as a lack of academic guidance in comparison to sixth form level teaching. Students also reported feelings of ‘lacking validation’ from teaching staff that they were worthy of studying medicine (Table ).…”

Exploring burnout and depression of Thai medical students: the psychometric properties of the Maslach burnout inventory

“…[20][21][22][23][24][25] However, the majority of the Thai undergraduate medical students perceived either low personal accomplishment, high emotional exhaustion or depersonalisation, which is similar to studies conducted internationally. [20][21][22][23][24] This study suggests that students of male gender and lower academic performance were at higher risk of burnout. Although Backović and colleagues 25 found that female students were more vulnerable to stress and burnout, Chunming and colleagues 26 also indicated that male students had greater burnout risk.…”

Epidemiology of Burnout and Stress Among Medical Students of Undergraduate School and Its Associated Factors

“…Similar results were also found in other study. 24 Also Studies from various parts of the world have estimated burnout in 31%-76% of medical professionals depending on their hierarchy and the medical stream. 25,26,27 The high level of burnout among final year students may be attributed to the fact that final year students face increasing degree of difficulty imposed on them by the courses as compared to other years.…”

“…In fact, students have a high level of stress in stages prior to admission to medical school because many of them spend several years trying to be admitted to medical school without success, which considerably increases the expectations imposed by society and the family. 24 It is understandable that the joy and personal relief when entering college is momentary, as this joy is soon replaced by an intense study routine, time and personal financial management, and distance from the family. 14,33 The management of everyday life is usually complex for these young students.…”

“…In addition, there is a spirit of competitiveness, frequent frustrations, tensions in the university and hospital environment, observations of the exhaustive practices of medical professionals, and a lack of leisure and rest. 24,34…”