BACKGROUND: Medical student burnout is prevalent, and there has been much discussion about burnout and professionalism in medical education and the clinical learning environment. Yet, few studies have attempted to explore relationships between those issues using validated instruments. METHOD: Medical students were surveyed at the beginning of their fourth year using the Maslach Burnout Inventory, the Jefferson Scale of Physician Empathy-Student Version, and the Professionalism Climate Instrument. The data were analyzed using Statistical Package for the Social Sciences, and Spearman correlation analysis was performed. RESULTS: Scores indicative of higher medical student burnout were associated with lower medical student empathy scores and with lower professionalism climate scores observed in medical students, residents, and faculty. CONCLUSIONS: Investigators observed relationships between medical student burnout, empathy, and professionalism climate. These findings may have implications for the design of curriculum interventions to promote student well-being and professionalism.
BACKGROUND: Medical student burnout is prevalent, and there has been much discussion about burnout and professionalism in medical education and the clinical learning environment. Yet, few studies have attempted to explore relationships between those issues using validated instruments. METHOD: Medical students were surveyed at the beginning of their fourth year using the Maslach Burnout Inventory, the Jefferson Scale of Physician Empathy-Student Version, and the Professionalism Climate Instrument. The data were analyzed using Statistical Package for the Social Sciences, and Spearman correlation analysis was performed. RESULTS: Scores indicative of higher medical student burnout were associated with lower medical student empathy scores and with lower professionalism climate scores observed in medical students, residents, and faculty. CONCLUSIONS: Investigators observed relationships between medical student burnout, empathy, and professionalism climate. These findings may have implications for the design of curriculum interventions to promote student well-being and professionalism.
Authors: Leeat Granek; Merav Ben-David; Ora Nakash; Michal Cohen; Lisa Barbera; Samuel Ariad; Monika K Krzyzanowska Journal: Support Care Cancer Date: 2017-01-13 Impact factor: 3.603
Authors: Rodolfo Furlan Damiano; Luciana Maria de Andrade Ribeiro; Amanda Guedes Dos Santos; Barbara Almeida da Silva; Giancarlo Lucchetti Journal: J Relig Health Date: 2017-06
Authors: John H Eisenach; Juraj Sprung; Matthew M Clark; Tait D Shanafelt; Bruce D Johnson; Timothy N Kruse; Daniel P Chantigian; Jason R Carter; Timothy R Long Journal: Anesthesiology Date: 2014-10 Impact factor: 7.892