School climate and academic burnout in medical students: a moderated mediation model of collective self-esteem and psychological capital

The Relationship between Burnout and Sense of School Belonging among the Resident Physicians in the Standardization Training in China

BACKGROUND

As an important part in medical training in graduate school, 33-month medical residency training could be a stressful period inducing burnout (i.e. emotional exhaustion, depersonalization, and low personal accomplishment). Despite that existing literature has found that sense of belonging may have merits for residents' well-being, it has remained unclear how sense of school belonging affects burnout and the potential moderators. To address this question, a cross-sectional survey has been conducted among the residents of the physicians standardized residency training program in China.

METHODS

Seven hundred (N = 700) resident physicians from different majors (i.e. clinical medicine, clinical Stomatology, and Chinese medicine) and grades have participated in the survey. Resident's sense of school belonging was assessed with the psychological sense of school membership scale (PSSM, mean = 45.12, SD = 11.14). Burnout was measured by the 22-item Maslach Burnout Inventory (MBI-HSS, mean = 65.80, SD = 15.89), including three subscales of emotional exhaustion, depersonalization, and personal accomplishment.

RESULTS

The results showed that over 80% of the residents reported moderate or high level of emotional exhaustion and reduced personal accomplishment during residency training. Meanwhile, higher level of sense of school belonging was associated with lower overall burnout (B = -0.722, p < 0.001), less emotional exhaustion, reduced depersonalization, and higher personal accomplishment. In particular, the benefits of sense of belonging seem more pronounced among female and those at earlier stage of residency. No interaction effect was found between sense of belonging and major, while those from Chinese medicine reported lower scores in overall burnout and the three dimensions.

CONCLUSIONS

Burnout was a prevalent issue among the resident physicians, and our findings confirmed the protective effects of sense of school belonging against burnout. Therefore, support service should be developed to cultivate resident's sense of school belonging and social connections, particularly for female and those at earlier stage of residency.

Mobile Phone Addiction and Psychological Capital Mediates the Relationship Between Life Satisfaction and Learning Burnout in Chinese Medical Postgraduate Students: A Structural Equation Model Analysis

Purpose

To analyze the relationship between life satisfaction and learning burnout, and explore the mediating effect of mobile phone addiction and psychological capital, and to provide a theoretical basis for the study of measures for medical postgraduate students to maintain a positive psychological state and keep interest and enthusiasm in academic life.

Methods

Convenience cluster sampling was used to recruit 628 medical postgraduate students in Chongqing, China. The Learning Burnout Questionnaire (LBQ), life satisfaction self-rated item, Mobile Phone Addiction Tendency Scale (MPATS), and the Psychological Capital Questionnaire (PCQ) were used to examine participants. Hierarchical regression was used to analyze the effect of life satisfaction, mobile phone addiction, and psychological capital on learning burnout. A structural equation model (SEM) with maximum likelihood was used to evaluate the mediating effect of mobile phone addiction and psychological capital on the relationship between life satisfaction and learning burnout. The bootstrap method was used to confirm the significance of the mediating effect.

Results

The average learning burnout score was (55.81±10.55). Results of hierarchical regression revealed that life satisfaction and psychological capital had a significant negative predictive effect on learning burnout, and mobile phone addiction had a positive predictive effect on learning burnout (p<0.05). The SEM revealed that the total and direct effects of life satisfaction on learning burnout were significant, and the mediating effects of mobile phone addiction and psychological capital between life satisfaction and learning burnout were significant (p<0.05).

Conclusion

Life satisfaction is a direct predictor of learning burnout among Chinese medical postgraduate students, and this relationship is mediated by mobile phone addiction and psychological capital.

Analysis of factors influencing medical students' learning engagement and its implications for teaching work-- a network analysis perspective

PURPOSE

Higher medical education has always been a major project in the fields of education and health, and therefore, the quality of education has received much attention. Learning engagement has emerged as a significant indicator of teaching quality, attracting considerable research attention. This study aims to explore the relationship between medical students' learning engagement and their sense of school belonging, professional identity, and academic self-efficacy.

METHODS

We conducted an online survey using convenience sampling method with 311 medical students. We employed Revised version of the Utrech Work Engagement Scale-Student (UWES-S), Chinese version of the Psychological Sense of School Membership (PSSM) scale, Academic Self-Efficacy Scale, and the questionnaire of college students' speciality identity for evaluation. Network analysis was used to analyze the relationships among these factors.

RESULTS

Medical students' overall performance in school showed a positive trend. However, there is still room for improvement. In the network structure of learning engagement and its influencing factors, the "emotional" aspect of professional identity (EI = 1.11) was considered to be an important node with strong centrality. And "academic competence self-efficacy" aspect of academic self-efficacy (BEI = 0.72) was considered an important node with strong transitivity.

CONCLUSION

Deepening medical students' emotional identification with their profession and enhancing their confidence in their academic abilities may improve their learning engagement and educational quality.

Rumination, psychological capital and academic procrastination among nursing students: A cross-sectional study

BACKGROUND

Academic procrastination is common among college students, which affects their learning status and even their physical and mental health. Rumination, psychological capital, and academic procrastination are closely related, but for nursing students, there are few studies reporting on their levels and relationships.

OBJECTIVE

The aim of this study was to investigate the levels of rumination, psychological capital, and academic procrastination among nursing students, and examine the mediating role of psychological capital in rumination and academic procrastination.

DESIGN

A cross-sectional study.

SETTING

The study sampled three medical colleges in Sichuan Province, China.

PARTICIPANTS

A convenience sampling method was used to select 556 nursing students from April to June 2023.

METHODS

556 nursing students were asked to complete questionnaires regarding social-demographic information, rumination, psychological capital, and academic procrastination. Descriptive statistics, Pearson correlation analysis and structural equation model were used in this study.

RESULTS

The scores of rumination, psychological capital, and academic procrastination among nursing students were 46.08 ± 13.61, 108.28 ± 19.50 and 55.32 ± 12.30, respectively. Additionally, structural equation modeling showed that psychological capital mediated the relationship between rumination and academic procrastination with the partial mediating effect of 0.425.

CONCLUSION

Our results suggest that nursing students exhibit moderate levels of rumination, psychological capital and academic procrastination. Moreover, rumination can not only directly affect academic procrastination, but also indirectly through psychological capital. Nursing educators should strengthen their attention to the mental health and learning status of nursing students, take measures to help them adapt to campus life, alleviate rumination, enrich psychological capital, and reduce the risk of academic procrastination.

Prevalence and correlates of imposter syndrome and self-esteem among medical students at Jazan University, Saudi Arabia: A cross-sectional study

Imposter syndrome (IS) and low self-esteem (SE) are common issues affecting medical students that can impact their well-being and development. This study aimed to assess the prevalence and factors associated with IS and SE among medical students at Jazan University, Saudi Arabia. In this cross-sectional study, 523 medical students in years 2-6 at Jazan University, Saudi Arabia, completed validated questionnaires on IS (Young Imposter Scale) and SE (Rosenberg Self-Esteem Scale). Sociodemographic factors were also collected. Descriptive statistics and logistic regression analyses were used to analyze IS and SE prevalence and correlates. Five hundred twenty-three students with a mean age of 22.09 ± 1.933 participated. The prevalence of low SE and positive IS was 17.6% and 24.3%, respectively. IS and SE had a significant negative correlation (p<0.001). Several sociodemographic factors were associated with increased IS, including 2nd and 4th-year students, forced study choice, and a grade point average (GPA) of 3.0-3.49 (P<0.05). Paternal education beyond high school was associated with lower IS (P<0.05). Logistic regression analyses confirmed that 2nd-year students had a 3.88 times higher odds ratio (OR) (95% confidence interval (CI); 2.19-6.88), and 4th-year students had a 2.37 times higher OR (95% CI; 1.40-4.02) of IS than other years. For SE, advanced academic years, forced study choice, 7+ hours of sleep, and a GPA above 3.5 were associated with higher levels (P<0.05). Negative self-appraisals were associated with lower SE, while positive attitudes were associated with higher SE (P<0.05). Our study reveals that IS and low SE are prevalent among Jazan University, Saudi Arabia, medical students. Therefore, intervention courses that address these issues in medical education at Jazan University, Saudi Arabia, may be necessary to support medical students' well-being and academic success.

Direct and indirect effects of father-child attachment on academic burnout in college students

The study aims to investigate the multiple mediating roles of core self-evaluation and sense of school belonging in the relationship between father-child attachment and academic burnout in college students. A sample of 418 college students completed the father-child attachment scale, the scale of sense of school belonging, core self-evaluation scale, and academic burnout scale. After controlling for variables such as mother-child attachment, gender, age, and grade, the results showed: (1) father-child attachment was significantly and negatively correlated with academic burnout, and positively correlated with core self-evaluation and sense of school belonging; both core self-evaluation and sense of school belonging were significantly and negatively correlated with academic burnout. (2) The multiple mediating model of father-child attachment influencing academic burnout in college students was established. Both core self-evaluation and sense of school belonging played a partial mediating role between father-child attachment and academic burnout. The direct effect of father-child attachment on academic burnout accounts for 33.3% of the total effect. The indirect effects of core self-evaluation and sense of school belonging between father-child attachment and academic burnout account for 50.0 and 16.7% of the total effect, respectively. These findings identify the internal mechanisms through which father-child attachment affects academic burnout in college students from personal traits and interpersonal perspectives.

Wellness and burnout in cardiac surgery: not black and white

PURPOSE OF REVIEW

Despite a growing emphasis on burnout in medicine, there remains a paucity of data in cardiac surgery. Herein, we summarize recent data on cardiac surgeon well being and identify factors for consideration in future burnout inquiries and management.

RECENT FINDINGS

Overall, 70-90% of cardiothoracic surgeons report job satisfaction in the United States. However, 35-60% still endorse burnout symptoms, and the specialty reports some of the highest rates of depression (35-40%) and suicidal ideation (7%). Such negative experiences are greater among early-stage and female surgeons and may be addressed through targeted, program-specific wellness policies. Canada's single-payer healthcare system might exacerbate surgeon burnout due to lower financial compensation and job autonomy.

SUMMARY

Cardiothoracic surgeons appear simultaneously burnt out and professionally fulfilled. They report a high incidence of depression and clock in the most hours, yet the majority would choose this specialty again. These findings reveal a more nuanced state of well being than previously appreciated and speak to ambiguities in how burnout is conceived and measured. A broader examination across surgical and social contexts highlights the hierarchical nature of burnout factors and potential ways forward. Collectively, these insights can inform assessments of burnout in Canadian cardiac surgery that remain absent to date.

Perceived stress and anxiety among medical students at Helwan University: A cross-sectional study

Background

Medical students are prone to high levels of perceived stress and anxiety, which can negatively impact their academic performance, as well as their physical and mental health. This study aimed to assess the main stressors, levels of perceived stress and anxiety, and their predictors among medical students.

Design and methods

A structured questionnaire was used to collect data from 1696 medical students at Helwan University. A cross-sectional study was designed to evaluate their perceived stress, stressors, and anxiety using the Perceived Stress Scale, Medical Students Stressor Questionnaire, and Beck Anxiety Inventory, respectively.

Results

Approximately 93% of medical students experienced moderate to high levels of stress, while 54.9% of medical students experienced moderate to concerning levels of anxiety. The main stressors were academic, teaching, social, intrapersonal, group activity, and desire-related stressors. Risk factors associated with higher perceived stress included being female, young age, living away from the family, obtaining lower academic percentages, having psychiatric, neurological, or other chronic medical illnesses, and experiencing higher levels of academic, intrapersonal, drive, and group activities-related stressors. Risk factors for higher anxiety included being female, residing in rural areas, having psychiatric, neurological, or other chronic medical illnesses, perceiving a high level of stress, and experiencing higher levels of academic, intrapersonal, and social-related stressors.

Conclusions

The findings indicate that a significant proportion of medical students experience various levels of stress and anxiety. These results underscore the urgent need for a stress management program, to help medical students to cope with different stressors.