Correction to: Exploring burnout and the association with the educational climate in pediatric residents in Thailand

Puranitee, Pongtong; Stevens, Fred; Pakakasama, Samart; Plitponkarnpim, Adisak; Vallibhakara, Sakda Arj-Ong; Busari, Jamiu O; Heeneman, Sylvia; Mook, Walther N. K. A. van

doi:10.1186/s12909-019-1723-7

Cited by 3 publications

(1 citation statement)

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“…While previous research has extensively explored the gender effect on academic burnout (e.g., [ 72 , 73 , 74 ]), students’ condition as workers has been less investigated, particularly considering the interaction effect between gender and worker status. Furthermore, the existing findings which come from the classic measures of burnout (e.g., Oldenburg Burnout Inventory, OLBI [ 75 , 76 ]; Maslach Burnout Inventory–Student Survey, MBI-SS; School Burnout Inventory, SBI [ 77 , 78 ]) have neglected the variety of primary symptoms of burnout syndrome. With this in mind, we verified whether the BAT-C short version—used in our study to measure university students’ burnout as a complex and multifaced construct—remains valid across gender and worker status.…”

Section: Discussionmentioning

confidence: 99%

Students’ Burnout at University: The Role of Gender and Worker Status

Fiorilli

Barni

Russo

et al. 2022

IJERPH

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Students’ burnout has been widely investigated in recent decades, mainly showing a higher risk for female students across academic levels. To our knowledge, few studies have investigated whether employed students experience higher academic burnout risks. In this regard, previous findings have shown mixed results. The current study investigated the differences in burnout experience based on students’ gender and worker status. We expected to find differences among study groups in their burnout levels. The participants were 494 Italian university students (49.6% female students; 49.4% working students) who completed the short version of the Burnout Assessment Tool Core dimensions (BAT-C). Firstly, we investigated the BAT-C measurement invariance across gender and worker status subgroups. Secondly, a multivariate analysis of variance (MANOVA) showed significant gender differences in burnout levels. Specifically, female students showed higher levels of exhaustion, cognitive impairment, and emotional impairment than male students. Nevertheless, no interactive effects between gender and worker status were observed in the current sample. To sum up, gender is a key factor for understanding several BAT symptoms, and it should be considered by academic staff interested in preventing burnout at university and its dropout consequences.

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Section: Discussionmentioning

confidence: 99%

Students’ Burnout at University: The Role of Gender and Worker Status

Fiorilli

Barni

Russo

et al. 2022

IJERPH

View full text Add to dashboard Cite

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Psychological safety and perceived organizational support in emergency medicine residencies

Goodrich,

McCabe,

Basford

et al. 2024

AEM Education and Training

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BackgroundThe clinical learning environment (CLE) is a key focus of the Accreditation Council of Graduate Medical Education. It impacts knowledge acquisition and professional development. A previous single‐center study evaluated the psychological safety and perceived organizational support of the CLE across different specialties. Building on this work, we explored and evaluated psychological safety and perceived organizational support across multiple heterogeneous emergency medicine (EM) residencies to identify trends and factors affecting perceptions of the CLE.MethodsUsing the Psychological Safety Scale (PSS) and Survey of Perceived Organizational Support (SPOS), residents from seven U.S. EM residencies were surveyed using REDCap software from September through November 2021, with 300 potential respondents. As an adjunct to these surveys, three open‐ended questions were included regarding features of their learning environments.ResultsA total of 137 out of 300 residents completed the survey. The overall response rate was 45.7%. There was a variable response rate across programs (26.0%–96.7%). Pooled results demonstrate an overall positive perception of CLEs, based on positive mean responses (i.e., “Members of my department are able to bring up problems and tough issue” had a mean of 4.2 on a 5‐point Likert scale). Open responses identified teaching, collegiality, and support from program leadership as supportive features of the CLE. Confrontational interdisciplinary communication, a sense of being devalued, and off‐service rotations were identified as threats or areas for improvement to the CLE.ConclusionsPSS and SPOS scores were generally positive in this multi‐institution study, consistent with the prior single‐institution study indicating that EM is often considered psychologically safe and supportive. EM training programs can consider using the PSS/SPOS to audit their own programs to identify areas for improvement and foster supportive features already in place.

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