Ferriby Andrew, Schaefer Audra F
Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, 2500 North State Street, Jackson, MS 39216 USA.
Med Sci Educ. 2022 Feb 2;32(2):437-446. doi: 10.1007/s40670-022-01511-2. eCollection 2022 Apr.
Feelings of burnout in professional students have been associated with additional psychological morbidities and decreased academic achievement. Due to the large volume of content that medical students need to learn during gross anatomy courses, it is possible that anatomical self-efficacy may be a contributing factor to feelings of burnout. Anatomical self-efficacy is defined as a student's judgment of their ability to execute tasks related to learning anatomy and perform course activities (e.g., dissection). First-year medical students were invited to provide basic demographic information at the beginning of the semester and to complete the Oldenburg Burnout Inventory-student version (OLBI-SS) and the Anatomical Self-Efficacy Instrument (ASEI); at the beginning, middle, and end of the semester, they were enrolled in gross anatomy. Typical descriptive statistics for the demographic information were conducted, as well as, correlational analyses assessing if the information had a relationship with either anatomical self-efficacy or burnout. Female students were more burnt out than male students. Repeated measures ANOVA revealed that students' feelings of burnout significantly increased from the beginning of the semester to the midpoint and the end of the semester ( < 0.05). Linear regression demonstrated a predictive relationship between anatomical self-efficacy and burnout ( < 0.05) at all three measurement points in which lower self-efficacy was predictive of increased feelings of burnout.
专业学生的倦怠感与其他心理疾病及学业成绩下降有关。由于医学生在大体解剖课程中需要学习大量内容，解剖自我效能感可能是导致倦怠感的一个因素。解剖自我效能感被定义为学生对自己执行与学习解剖学相关任务及进行课程活动（如解剖）能力的判断。一年级医学生在学期开始时被邀请提供基本人口统计学信息，并完成《奥尔登堡倦怠量表-学生版》（OLBI-SS）和《解剖自我效能量表》（ASEI）；在学期开始、中期和结束时，他们参加大体解剖课程。对人口统计学信息进行了典型的描述性统计，并进行了相关性分析，以评估该信息是否与解剖自我效能感或倦怠感有关系。女生比男生更容易倦怠。重复测量方差分析显示，学生的倦怠感从学期开始到中期和期末显著增加（<0.05）。线性回归表明，在所有三个测量点上，解剖自我效能感与倦怠感之间存在预测关系（<0.05），其中较低的自我效能感预示着倦怠感增加。
