Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia.
Department of Anatomy, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia.
BMC Med Educ. 2021 May 22;21(1):293. doi: 10.1186/s12909-021-02733-5.
Stress and burnout commonly threaten the mental health of medical students in Malaysia and elsewhere. This study aimed to explore the interrelations of psychological distress, emotional intelligence, personality traits, academic stress, and burnout among medical students.
A cross-sectional study was conducted with 241 medical students. Validated questionnaires were administered to measure burnout, psychological distress, emotional intelligence, personality traits, and academic stress, respectively. A structural equation modelling analysis was performed by AMOS.
The results suggested a structural model with good fit indices, in which psychological distress and academic stress were noted to have direct and indirect effects on burnout. The burnout levels significantly increased with the rise of psychological distress and academic stress. Neuroticism was only found to have significant indirect effects on burnout, whereby burnout increased when neuroticism increased. Emotional intelligence had a significant direct effect on lowering burnout with the incremental increase of emotional intelligence, but it was significantly reduced by psychological distress and neuroticism.
This study showed significant effects that psychological distress, emotional intelligence, academic stress, and neuroticism have on burnout. Academic stress and neuroticism significantly increased psychological distress, leading to an increased burnout level, while emotional intelligence had a significant direct effect on reducing burnout; however, this relationship was compromised by psychological distress and neuroticism, leading to increased burnout. Several practical recommendations for medical educators, medical students, and medical schools are discussed.
压力和倦怠通常会威胁到马来西亚和其他地方医学生的心理健康。本研究旨在探讨医学生心理困扰、情绪智力、人格特质、学业压力和倦怠之间的相互关系。
采用横断面研究方法，对 241 名医学生进行研究。分别采用有效的问卷测量倦怠、心理困扰、情绪智力、人格特质和学业压力。采用 AMOS 进行结构方程模型分析。
结果表明，该结构模型具有良好的拟合指数，其中心理困扰和学业压力对倦怠有直接和间接影响。随着心理困扰和学业压力的增加，倦怠水平显著升高。神经质仅对倦怠有显著的间接影响，即随着神经质的增加，倦怠会增加。情绪智力对降低倦怠有显著的直接影响，随着情绪智力的增加，倦怠会降低，但会被心理困扰和神经质显著削弱。
本研究表明，心理困扰、情绪智力、学业压力和神经质对倦怠有显著影响。学业压力和神经质显著增加了心理困扰，导致倦怠水平升高，而情绪智力对降低倦怠有显著的直接影响；然而，这种关系受到心理困扰和神经质的影响，导致倦怠增加。讨论了一些针对医学教育者、医学生和医学院的实用建议。
