Llera Julián, Durante Eduardo
Servicio de Clínica Pediátrica, Departamento de Pediatría, Hospital Italiano de Buenos Aires.
Servicio de Medicina Familiar y Comunitaria, Hospital Italiano de Buenos Aires, Buenos Aires.
Arch Argent Pediatr. 2014 Feb;112(1):6-11. doi: 10.5546/aap.2014.eng.6.
The educational environment (EE) is related to satisfaction and achievement. A high prevalence of professional burnout (BO) syndrome has been reported in the residency. The objective of this study was to evaluate the correlation between EE and the presence of burnout in residency programs at a university hospital.
Residents from five programs at Hospital Italiano de Buenos Aires were evaluated. The following items were recorded: specialty, year of residency, sex, nationality and coexistence. The Postgraduate Hospital Education Environment Measure (PHEEM) that evaluates autonomy, teaching and social support, was used to measure EE. Burnout was measured with the Maslach Burnout Inventory (MBI) that evaluates exhaustion, depersonalization, and personal accomplishment.
Ninety two residents participated. The mean EE was 106.8 (more positive than negative environment). Out of the evaluated residents, 19.6% showed burnout. There were significant differences in the EE between the populations with and without burnout; mean values: 98.7 vs. 108.8 (p= 0.0056). A negative significant correlation was observed between EE and exhaustion (r= -0.24) and EE and depersonalization (r= -0.35) and a positive significant correlation was found between EE and personal accomplishment (r= 0.44). In the same sense, a greater correlation was observed between burnout and PHEEM autonomy subscale (r= -0.58; -0.41 and 0.46, respectively).
In the residency, a significant correlation was found between the EE and burnout (reverse with exhaustion and depersonalization, and direct with personal accomplishment). This correlation had greater strength and the same sense for items evaluating autonomy.
教育环境（EE）与满意度和成就相关。据报道，住院医师培训中职业倦怠（BO）综合征的患病率很高。本研究的目的是评估一所大学医院住院医师培训项目中教育环境与职业倦怠之间的相关性。
对布宜诺斯艾利斯意大利医院五个项目的住院医师进行了评估。记录了以下项目：专业、住院年份、性别、国籍和共存情况。使用评估自主性、教学和社会支持的研究生医院教育环境量表（PHEEM）来衡量教育环境。使用评估疲惫、去人格化和个人成就感的马氏职业倦怠量表（MBI）来衡量职业倦怠。
92名住院医师参与了研究。教育环境的平均得分为106.8（环境更积极而非消极）。在接受评估的住院医师中，19.6%表现出职业倦怠。有职业倦怠和无职业倦怠人群的教育环境存在显著差异；平均值分别为98.7和108.8（p = 0.0056）。观察到教育环境与疲惫之间存在显著负相关（r = -0.24），与去人格化之间存在显著负相关（r = -0.35），与个人成就感之间存在显著正相关（r = 0.44）。同样，职业倦怠与PHEEM自主性子量表之间的相关性更强（分别为r = -0.58；-0.41和0.46）。
在住院医师培训中，发现教育环境与职业倦怠之间存在显著相关性（与疲惫和去人格化呈反向相关，与个人成就感呈正向相关）。对于评估自主性的项目，这种相关性更强且方向相同。
