Singh Shipra, Polavarapu Mounika, Arsene Camelia
Department of Population Health, College of Health & Human Services, University of Toledo, Mail Stop #119, 2801 W. Bancroft Street, Toledo, OH 43606-3390 USA.
Department of Pediatrics, College of Health & Human Services, University of Toledo, Mail Stop #119, 2801 W. Bancroft Street, Toledo, OH 43606-3390 USA.
Med Sci Educ. 2025 Mar 8;35(3):1567-1575. doi: 10.1007/s40670-025-02354-3. eCollection 2025 Jun.
The COVID-19 pandemic presented unprecedented challenges not only to the healthcare system, but also to the medical education curricula. Institutions implemented policies regarding educational experiences for medical students in observance of the ever-changing pandemic and quarantine requirements. Additionally, medical students experienced significant stressors related to the pandemic that tested their resilience, which is the ability to bounce back when faced with adversity.
This cross-sectional study explored the independent relationship of pandemic-related stress and educational experience with burnout and compassion satisfaction. In addition, it also investigated the relationship of both actions-related resilience and beliefs-related resilience on burnout and compassion satisfaction. Study participants were students ( = 145) enrolled in a mid-western medical school during the academic year of 2020 and 2021. STATA/SE version18 was used to conduct descriptive and multivariable linear regression model statistics.
Results showed that among medical students, pandemic-related stress was a significant predictor of burnout ( = 0.31; SE = 0.05; < 0.001), while a good educational experience was protective ( = - 0.28; SE = 0.05; < 0.001). However, resilience had no significant association with burnout. A positive educational experience was also significantly associated with higher levels of compassion satisfaction ( = 0.34; SE; < 0.001) among the medical students. Total resilience ( = 0.44; < 0.05) and actions-related resilience ( = 0.69; < 0.05) independently showed a significant association with compassion satisfaction.
Multi-dimensional interventions, including individual-level and institutional-level support, benefit individual health professionals but can also contribute to a more resilient and sustainable healthcare system capable to meeting the demands of any critical health crisis.
新冠疫情不仅给医疗系统带来了前所未有的挑战，也给医学教育课程带来了挑战。各院校根据不断变化的疫情和隔离要求，实施了有关医学生教育经历的政策。此外，医学生还经历了与疫情相关的重大压力源，这些压力源考验了他们的恢复力，即面对逆境时恢复的能力。
这项横断面研究探讨了与疫情相关的压力和教育经历与职业倦怠和共情满足感之间的独立关系。此外，还研究了行动相关恢复力和信念相关恢复力与职业倦怠和共情满足感之间的关系。研究参与者为2020年和2021学年就读于一所中西部医学院的学生（n = 145）。使用STATA/SE 18版进行描述性和多变量线性回归模型统计。
结果显示，在医学生中，与疫情相关的压力是职业倦怠的重要预测因素（β = 0.31；标准误 = 0.05；p < 0.001），而良好的教育经历具有保护作用（β = -0.28；标准误 = 0.05；p < 0.001）。然而，恢复力与职业倦怠没有显著关联。积极的教育经历也与医学生更高水平的共情满足感显著相关（β = 0.34；标准误；p < 0.001）。总恢复力（β = 0.44；p < 0.05）和行动相关恢复力（β = 0.69；p < 0.05）分别与共情满足感显著相关。
多维干预措施，包括个人层面和机构层面的支持，有利于个体卫生专业人员，也有助于建立一个更具恢复力和可持续性的医疗系统，以满足任何重大健康危机的需求。
