Žuljević Marija Franka, Jeličić Karlo, Viđak Marin, Đogaš Varja, Buljan Ivan
Department of Medical Humanities, University of Split Faculty of Medicine, Split, Croatia
University Hospital for Infectious Diseases Dr Fran Mihaljević, Zagreb, Croatia.
BMJ Open. 2021 Jun 29;11(6):e049590. doi: 10.1136/bmjopen-2021-049590.
To evaluate the impact of the first COVID-19 lockdown in 2020 on the burnout and study satisfaction of medical students.
A cross-sectional study with a presurvey and postsurvey.
University of Split School of Medicine (USSM), Split, Croatia. The lockdown in the COVID-19 pandemic lasted from late March to mid-May 2020. There was a full switch to e-learning at the USSM during this period, and all clinical teaching was stopped.
Students enrolled in the 2019/2020 academic year. Data were collected before lockdown in December 2019 and January 2020 and again after the end of lockdown in June 2020.
Study satisfaction was assessed using the study satisfaction survey. Burnout was assessed using two instruments: Oldenburg Burnout Inventory and Copenhagen Burnout Inventory. We used Bayesian statistics to compare before-and-after differences.
437 independent responses (77.2% response rate) were collected before and 235 after lockdown (41.5% response rate). 160 participant responses were eligible for pairing. There was no significant difference for both paired and unpaired participants in study satisfaction before (3.38 on a 1-5 scale; 95% credible interval (95% CrI) 3.32 to 3.44) and after (3.49, 95% CrI 3.41 to 3.57) lockdown. We found no evidence (Bayes factor (BF) >3.00 as a cut-off value) for an increase in the level of burnout before and after lockdown, both in independent and paired samples.
It seems that the first pandemic-related lockdown and a switch to e-learning did not affect burnout levels among medical students or their perception of their study programme. More insight is needed on the short-term and long-term effects of the COVID-19 pandemic on medical students and their education. Well-structured longitudinal studies on medical student burnout during the COVID-19 pandemic are needed.
评估2020年首次新冠疫情封锁措施对医学生职业倦怠和学习满意度的影响。
一项包含预调查和后调查的横断面研究。
克罗地亚斯普利特大学医学院（USSM）。新冠疫情封锁期从2020年3月末持续至5月中旬。在此期间，USSM完全转向线上学习，所有临床教学均停止。
2019/2020学年注册的学生。于2019年12月和2020年1月封锁前收集数据，并于2020年6月封锁结束后再次收集数据。
使用学习满意度调查问卷评估学习满意度。使用两种工具评估职业倦怠：奥尔登堡倦怠量表和哥本哈根倦怠量表。我们采用贝叶斯统计方法比较前后差异。
封锁前收集到437份独立回复（回复率77.2%），封锁后收集到235份（回复率41.5%）。160名参与者的回复符合配对条件。配对和未配对参与者在封锁前（1 - 5分制下为3.38；95%可信区间（95% CrI）3.32至3.44）和封锁后（3.49，95% CrI 3.41至3.57）的学习满意度均无显著差异。在独立样本和配对样本中，我们均未发现封锁前后职业倦怠水平升高的证据（以贝叶斯因子（BF）>3.00为临界值）。
似乎首次与疫情相关的封锁措施及转向线上学习并未影响医学生的职业倦怠水平或他们对学习计划的看法。需要对新冠疫情对医学生及其教育的短期和长期影响有更深入的了解。需要开展关于新冠疫情期间医学生职业倦怠的结构完善的纵向研究。
