Correlates of burnout in predoctoral dental students in the United States

Abstract

Objective The purpose of this research was to investigate correlates of burnout among predoctoral dental students in the United States. Methods All 66 dental schools in the US were invited to distribute a survey on topics such as demographics, year of dental school, and burnout to their predoctoral students. Burnout was assessed via the Maslach Burnout Inventory‐Human Services Survey, which has three subscales: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). Multivariable modeling was conducted via generalized linear models using the lognormal distribution to adjust for confounding. Results The survey was completed by 631 students from 21 dental schools. When adjusting for confounding, students identifying as African American/Black (Non‐Hispanic) (regression coefficient [95% CI]: −0.13 (−0.23, −0.02]) or Asian/Pacific Islander (−0.08 [−0.13, −0.02]) reported feeling significantly lower PA than students identifying as white. Students identifying as female reported feeling significantly greater EE (0.18 [0.10, 0.26]), but significantly less DP (−0.26 [−0.44, −0.09]), than students identifying as male. Third‐ (0.28 [0.07, 0.50]) and fourth‐year (0.40 [0.17, 0.63]) students reported significantly higher EE than first‐year students, while second‐ (0.40 [0.18, 0.62]), third‐ (1.06 [0.59, 1.53]), and fourth‐year (1.31 [0.82, 1.81]) students reported significantly higher DP than first‐year students. Conclusions Risk indicators for burnout among US predoctoral dental students may depend on the dimension of burnout. Identifying those at higher risk of burnout can facilitate the implementation of counseling and other effective intervention strategies. Such identification can also provide insight into how the dental school environment might be contributing to the marginalization of those at higher risk.