School of Education Science, Nanjing Normal University, Nanjing, China.
Department of Cardiology, The Second Affiliated Hospital of Nanjing Medical University, Nanjing, China.
Front Public Health. 2022 Jul 22;10:938132. doi: 10.3389/fpubh.2022.938132. eCollection 2022.
As the COVID-19 pandemic continues, online learning and long-term isolation from social and clinical settings has exacerbated mental health problems and symptoms of academic burnout among medical students. However, few studies have discussed symptoms of academic burnout as a result of reduced social support, and increased stress among medical students during the process of online learning. To fill this gap, this study investigated the influencing factors and mechanism of academic burnout in medical students' online learning process. Both the positive inhibition effect of positive factors such as social support, and the negative aggravation effect of negative factors such as stress were explored, while the mediating and protecting role of resilience is also discussed.
We collected survey data from a total of 817 medical students from a medical school in China who participated in online learning during the fall 2021 semester. An online questionnaire was sent to the students in January, 2022. Items adapted from the DASS Scale developed by Lovibond and Lovibond were used to measure medical students' stress levels. The perceived social support of medical students was assessed by the Gregory MSPSS. Resilience was evaluated by the 10-Item Connor-Davidson Resilience Scale (CD-RISC). Items from the Maslach Burnout Inventory-Student Survey (MBI-SS) were used to calculate students' academic burnout. Descriptive analysis, correlation analysis, hierarchical linear regression analysis and structural equation modeling were used to analyze the collected data.
The results identified that in the context of online learning there was a positive correlation between medical students' stress and academic burnout, and their resilience played a partial mediating role. However, social support did not directly affect academic burnout, but inhibited the prevalence of academic burnout through resilience. In addition, stress was negatively related to resilience, while social support was positively related to resilience. Resilience was found to be negatively related to medical students' academic burnout in online learning.
The results of this study can provide a reference for the future development of appropriate educational strategies and coping measures to ameliorate the academic burnout of medical students.
随着 COVID-19 大流行的持续，在线学习以及长期与社会和临床环境隔离，加剧了医学生的心理健康问题和学业倦怠症状。然而，很少有研究讨论由于社会支持减少以及医学生在在线学习过程中压力增加而导致的学业倦怠症状。为了填补这一空白，本研究调查了医学生在线学习过程中学业倦怠的影响因素和机制。既探讨了社会支持等积极因素的积极抑制作用，也探讨了压力等消极因素的消极加重作用，同时还讨论了韧性的中介和保护作用。
我们从中国一所医学院的 817 名医学生中收集了调查数据，这些学生在 2021 年秋季学期参加了在线学习。2022 年 1 月，我们向学生发送了在线问卷。我们使用由 Lovibond 和 Lovibond 开发的 DASS 量表来衡量医学生的压力水平。医学生的感知社会支持由 Gregory MSPSS 评估。我们使用 10 项 Connor-Davidson 韧性量表（CD-RISC）来评估韧性。我们使用 Maslach 倦怠量表-学生调查（MBI-SS）的项目来计算学生的学业倦怠。我们使用描述性分析、相关分析、层次线性回归分析和结构方程模型来分析收集的数据。
研究结果表明，在在线学习背景下，医学生的压力与学业倦怠呈正相关，而他们的韧性则发挥了部分中介作用。然而，社会支持并没有直接影响学业倦怠，而是通过韧性来抑制学业倦怠的发生。此外，压力与韧性呈负相关，而社会支持与韧性呈正相关。韧性与医学生在线学习中的学业倦怠呈负相关。
本研究结果可为未来制定适当的教育策略和应对措施提供参考，以改善医学生的学业倦怠。
