Ishak Waguih, Nikravesh Rose, Lederer Sara, Perry Robert, Ogunyemi Dotun, Bernstein Carol
Department of Psychiatry and Behavioral Neurosciences, Cedars-Sinai Medical Center and David Geffen School of Medicine at UCLA, Los Angeles, CA 90048, USA.
Clin Teach. 2013 Aug;10(4):242-5. doi: 10.1111/tct.12014.
Burnout is a state of mental and physical exhaustion related to work or care-giving activities. Distress during medical school can lead to burnout, with significant consequences, particularly if burnout continues into residency and beyond. The authors reviewed literature pertaining to medical student burnout, its prevalence, and its relationship to personal, environmental, demographic and psychiatric factors. We ultimately offer some suggestions to address and potentially ameliorate the current dilemma posed by burnout during medical education.
A literature review was conducted using a PubMed/Medline, and PsycInfo search from 1974 to 2011 using the keywords: 'burnout', 'stress', 'well-being', 'self-care', 'psychiatry' and 'medical students'. Three authors agreed independently on the studies to be included in this review.
The literature reveals that burnout is prevalent during medical school, with major US multi-institutional studies estimating that at least half of all medical students may be affected by burnout during their medical education. Studies show that burnout may persist beyond medical school, and is, at times, associated with psychiatric disorders and suicidal ideation. A variety of personal and professional characteristics correlate well with burnout. Potential interventions include school-based and individual-based activities to increase overall student well-being.
Burnout is a prominent force challenging medical students' well-being, with concerning implications for the continuation of burnout into residency and beyond. To address this highly prevalent condition, educators must first develop greater awareness and understanding of burnout, as well as of the factors that lead to its development. Interventions focusing on generating wellness during medical training are highly recommended.
职业倦怠是一种与工作或护理活动相关的身心疲惫状态。医学院学习期间的痛苦会导致职业倦怠，并产生严重后果，尤其是当职业倦怠持续到住院医师阶段及以后时。作者回顾了与医学生职业倦怠、其患病率以及与个人、环境、人口统计学和精神因素的关系相关的文献。我们最终提出了一些建议，以应对并可能改善医学教育中职业倦怠所带来的当前困境。
使用关键词“职业倦怠”“压力”“幸福感”“自我护理”“精神病学”和“医学生”，对1974年至2011年期间的PubMed/Medline和PsycInfo进行文献检索。三位作者独立商定纳入本综述的研究。
文献表明，职业倦怠在医学院学习期间很普遍，美国主要的多机构研究估计，至少一半的医学生在医学教育期间可能受到职业倦怠的影响。研究表明，职业倦怠可能在医学院学习之后持续存在，并且有时与精神障碍和自杀念头有关。各种个人和专业特征与职业倦怠密切相关。潜在的干预措施包括基于学校和基于个人的活动，以提高学生的整体幸福感。
职业倦怠是挑战医学生幸福感的一股突出力量，对职业倦怠延续到住院医师阶段及以后有着令人担忧的影响。为了应对这种高度普遍的情况，教育工作者必须首先提高对职业倦怠及其发展因素的认识和理解。强烈建议在医学培训期间开展注重培养健康的干预措施。
