Chigerwe Munashe, Boudreaux Karen A, Ilkiw Jan E
BMC Med Educ. 2014 Nov 28;14:255. doi: 10.1186/s12909-014-0255-4.
Burnout among veterinary students can result from known stressors in the absence of a support system. The objectives of this study were to evaluate use of the Maslach Burnout Inventory-Educator Survey (MBI-ES) to assess burnout in veterinary students and evaluate the factors that predict the MBI-ES scores.
The MBI-ES was administered to first (Class of 2016) and second year (Class of 2015) veterinary medical students during the 2012-2013 academic year in the fall and spring semesters. Factor analysis and test reliability for the survey were determined. Mean scores for the subscales determining burnout namely emotional exhaustion (EE), depersonalization (DP) and lack of personal accomplishment (PA) were calculated for both classes in the 2 semesters. Multiple regression analysis was performed to evaluate other factors that predict the MBI-ES scores.
A non-probability sampling method was implemented consisting of a voluntary sample of 170 and 123 students in the fall and spring semesters, respectively. Scores for EE, DP and PA were not different between the 2 classes within the same semester. Mean ± SD scores for EE, DP and PA for the fall semester were 22.9 ± 9.6, 5.0 ± 4.8 and 32.3 ± 6.7, respectively. Mean ± SD scores for EE, DP and PA the spring semester were 27.8 ± 10.7, 6.5 ± 6.1and 31.7 ± 6.8, respectively. The EE score was higher in spring compared to fall while DP and PA scores were not different between the 2 semesters. Living arrangements specifically as to whether or not a student lived with another veterinary medical students was the only variable significantly associated with the MBI-ES scores. Students in this study had moderate levels of burnout based on the MBI-ES scores.
The MBI-ES was an acceptable instrument for assessing burnout in veterinary medical students. The EE scores were higher in the spring semester as compared to the fall semester. Thus students in the first and second years of veterinary school under the current curriculum experience the greatest levels of emotional exhaustion during the spring semester. This has administrative implications for the school, when considering the allocation and use of resources for student support systems during each semester.
在缺乏支持系统的情况下，已知的压力源可能导致兽医专业学生出现职业倦怠。本研究的目的是评估使用马氏职业倦怠量表-教育工作者调查（MBI-ES）来评估兽医专业学生的职业倦怠情况，并评估预测MBI-ES分数的因素。
在2012-2013学年的秋季和春季学期，对一年级（2016级）和二年级（2015级）的兽医专业学生进行MBI-ES调查。确定该调查的因子分析和测试信度。计算两个年级在两个学期中确定职业倦怠的分量表的平均分数，即情感耗竭（EE）、去个性化（DP）和个人成就感低落（PA）。进行多元回归分析以评估其他预测MBI-ES分数的因素。
采用非概率抽样方法，秋季和春季学期分别有170名和123名学生自愿参与样本。同一学期内两个班级的EE、DP和PA分数没有差异。秋季学期EE、DP和PA的平均±标准差分数分别为22.9±9.6、5.0±4.8和32.3±6.7。春季学期EE、DP和PA的平均±标准差分数分别为27.8±10.7、6.5±6.1和31.7±6.8。春季的EE分数高于秋季，而DP和PA分数在两个学期之间没有差异。居住安排，特别是学生是否与其他兽医专业学生同住，是唯一与MBI-ES分数显著相关的变量。根据MBI-ES分数，本研究中的学生职业倦怠水平处于中等程度。
MBI-ES是评估兽医专业学生职业倦怠的可接受工具。春季学期的EE分数高于秋季学期。因此，在当前课程设置下，兽医学校一年级和二年级的学生在春季学期经历的情感耗竭程度最高。这对学校在考虑每个学期学生支持系统的资源分配和使用时具有管理意义。
