Sanchez Daniel J, Strauman Timothy J, Compton Scott
Office of Education, Duke-NUS Medical School, 8 College Rd, Singapore, 169857 Singapore.
Department of Psychology and Neuroscience, Duke University, 417 Chapel Dr, Durham, NC 27708 USA.
Med Sci Educ. 2019 Oct 3;29(4):1077-1087. doi: 10.1007/s40670-019-00812-3. eCollection 2019 Dec.
Burnout is considered to be at the opposite end of the continuum from engagement. People who experience burnout first go through various intermediate patterns that lead to burnout, which in medical students is associated with reduced empathy, intention to leave school, and suicidal ideation. Thus, understanding how to mitigate burnout is of primary importance. In this study, we investigate if students' positive perceptions of the educational program's alignment with adult education principles decreased symptoms suggestive of typical patterns of intermediate burnout.
We conducted a cross-sectional survey study of all currently enrolled Duke-NUS Medical School students in Singapore ( = 238). An electronic questionnaire contained demographic questions and additional measures for factors known to be associated with burnout, including depression, anxiety, social support, and workload. In addition, we measured students' perceptions of how well the educational program aligned with adult learning principles by using a modified version of the Andragogical Practices Inventory (API) to suit medical education. An intermediate pattern of burnout was measured using the Maslach Burnout Inventory (MBI). Using logistic regression, we then assessed the unique association between the presence of an intermediate pattern of burnout with students' perceptions of the educational program's alignment with adult learning principles.
The survey response rate was 52%. Overall, 76% (95% CI 67-84%) displayed symptoms suggestive of an intermediate pattern of burnout. Perceptions of the educational program's alignment with adult learning principles were found to be inversely related to the pattern of burnout after controlling for depression, anxiety, and subjective workload.
Though adult learning theory is the subject of rich debate, the results of this study suggest that promoting educational activities that are aligned with adult learning principles may help to ultimately reduce the risk of burnout in medical school students.
职业倦怠被认为与敬业处于连续体的相反两端。经历职业倦怠的人首先会经历各种导致职业倦怠的中间模式，在医学生中，这与同理心降低、退学意愿和自杀念头有关。因此，了解如何减轻职业倦怠至关重要。在本研究中，我们调查了学生对教育项目与成人教育原则一致性的积极看法是否能减轻典型中间职业倦怠模式的症状。
我们对新加坡杜克-国大医学院所有目前在读的学生（n = 238）进行了一项横断面调查研究。一份电子问卷包含人口统计学问题以及已知与职业倦怠相关因素的额外测量指标，包括抑郁、焦虑、社会支持和工作量。此外，我们通过使用修改版的成人教育实践量表（API）来衡量学生对教育项目与成人学习原则契合程度的看法，该量表适用于医学教育。使用马氏职业倦怠量表（MBI）来测量职业倦怠的中间模式。然后，我们使用逻辑回归评估职业倦怠中间模式的存在与学生对教育项目与成人学习原则一致性看法之间的独特关联。
调查回复率为52%。总体而言，76%（95%可信区间67 - 84%）表现出提示职业倦怠中间模式的症状。在控制了抑郁、焦虑和主观工作量后，发现对教育项目与成人学习原则一致性的看法与职业倦怠模式呈负相关。
尽管成人学习理论是一个备受争议的话题，但本研究结果表明，推广与成人学习原则相一致的教育活动可能最终有助于降低医学生职业倦怠的风险。
