Faculty of Psychological and Educational Sciences, Université Libre de Bruxelles, Avenue Franklin Roosevelt 50, 1050, Brussels, Belgium.
Department of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of Antwerp, Doornstraat 331, 2610, Antwerp, Belgium.
BMC Med Educ. 2022 Aug 20;22(1):631. doi: 10.1186/s12909-022-03694-z.
COVID-19 has presented a substantial burden on students and healthcare staff. This mixed-method, descriptive and correlational study aimed to: 1) describe academic; and 2) professional burnout levels; 3) their associations with working in COVID-19-related care; and 4) with perceived COVID-19 impact on studies and internships among medical students and residents. We hypothesized burnout levels to be high; those involved in COVID-19 care to experience higher impact of COVID-19 on studies and work, and to experience higher levels of academic and professional burnout than those not involved in COVID-19 care; academic and professional burnout to be higher when perceived burden due to COVID-19 was higher. During first lockdown in Belgium, a mixed-method cross-sectional survey assessed academic burnout (MBI-SS) and professional burnout in relation to internships and residency (MBI-HSS). Correlations and t-tests tested associations of burnout with involvement in COVID-19-related care and perceived impact of COVID-19 on studies and work (SPSS). Participants provided open-ended comments which were thematically analysed (NVivo). In total, 194 medical students and residents participated (79.5% female, M age = 24.9 ± 2.5). Emotional exhaustion and depersonalisation were high in professional burnout, but moderate in academic burnout. Those involved in COVID-19 related care perceived a higher impact of COVID-19 on their studies and internship/residency and have higher professional burnout, but do not show a higher academic burnout. Those who have a higher perceived impact of COVID-19 on their studies scored higher on academic burnout. Participants mentioned an increased workload (e.g., having to be constantly available and constantly adapt), distress (e.g., uncertainty, fatigue, fear for impact on significant others), fewer learning opportunities (e.g., cancelled internships, changing learning methods), lack of relatedness with patients and supervisors (e.g., lack of respect and understanding from supervisors, distance created by phone consultations with patients) and cynicism towards remote care or non-medical tasks (e.g., considering what they do is not useful or not what they trained for). Students and residents showed indications of professional and academic burnout in relation to the COVID-19 situation. Interventions are needed that can meet the needs of achieving learning outcomes, managing extreme situations and relatedness.
COVID-19 给学生和医护人员带来了巨大的负担。这项混合方法、描述性和相关性研究旨在：1）描述学术和专业倦怠水平；2）它们与 COVID-19 相关护理工作的关系；3）与医学生和住院医师对 COVID-19 对学习和实习的感知影响的关系。我们假设倦怠水平较高；参与 COVID-19 护理的人比不参与 COVID-19 护理的人经历更高的 COVID-19 对学习和工作的影响，以及更高的学术和专业倦怠水平；当由于 COVID-19 而感受到的负担更高时，学术和专业倦怠水平会更高。在比利时第一次封锁期间，一项混合方法的横断面调查评估了与实习和住院医师相关的学术倦怠（MBI-SS）和专业倦怠（MBI-HSS）。相关性和 t 检验测试了倦怠与参与 COVID-19 相关护理以及感知 COVID-19 对学习和工作的影响之间的关联（SPSS）。参与者提供了开放性评论，这些评论通过主题分析进行了分析（NVivo）。共有 194 名医学生和住院医师参与（79.5%为女性，M 年龄=24.9±2.5）。专业倦怠中情绪衰竭和去人性化程度较高，但学术倦怠程度中等。参与 COVID-19 相关护理的人认为 COVID-19 对他们的学习和实习/住院医师的影响更大，并且职业倦怠程度更高，但学术倦怠程度没有更高。那些认为 COVID-19 对他们的学习影响更大的人，在学术倦怠方面的得分更高。参与者提到工作量增加（例如，必须随时待命并不断适应）、痛苦（例如，不确定性、疲劳、对影响他人的恐惧）、学习机会减少（例如，实习取消、学习方法改变）、与患者和主管缺乏相关性（例如，缺乏主管的尊重和理解，与患者通过电话咨询产生距离）以及对远程护理或非医疗任务的玩世不恭（例如，认为他们所做的没有用或不是他们所学的）。学生和住院医师在与 COVID-19 相关的情况下表现出专业和学术倦怠的迹象。需要采取干预措施，以满足实现学习成果、管理极端情况和相关性的需求。
