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Volume 26, Issue 123, May 2022

Prevalence and risk factors of burnout among medical students during coronavirus disease 2019 pandemic online teaching: Cross-section

Abdulmohsen Alqurashi1, Turki Alhassani1, Emad Alsaeedi1, Abdulrahman Alhassani1♦, Saif Alqurashi1, Rania Zaini2

1Faculty of Medicine, Umm Al-Qura University, Makkah, Kingdom of Saudi Arabia
2Assistant professor of medical education, faculty of Medicine, Umm AlQura University, Makkah, Kingdom of Saudi Arabia

♦Corresponding author
Faculty of Medicine, Umm Al-Qura University, Makkah, Kingdom of Saudi Arabia

ABSTRACT

Background: Burnout is considered a work-related stress syndrome. We investigate the burnout prevalence and the risk factors associated with burnout during the coronavirus disease-2019 (COVID-19) pandemic online teaching at Umm Al-Qura University (UQU) medical school. Method: During online teaching, an analytical cross-sectional study was conducted among UQU medical students. Data were collected between February to March 2021. Burnout was assessed using a validated tool. Result: About 568 students from year two to six medical school completed the survey. The study revealed that a total of 224 (39.44%) students experience burnout. Multiple logistic regression exhibited students with chronic disease were 2-times likely to have burnout. Moderate GPA students (GPA of 3–3.4 out of 4) scored high burnout compared to peers with GPA 3.4–4. There was a statistically higher likelihood between burnout and students who reported negative effects of studying on their social life, high family expectation, and dissatisfaction with blended learning experience. Conclusion: The overall burnout prevalence was 39.44% among UQU medical students. Many factors were associated with student’s burnout, such as chronic disease, moderate GPA, and high family expectations

Keywords: Mental health; burnout; study-related stress; COVID-19; online teaching

Medical Science, 2022, 26, ms197e2168
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DOI: https://doi.org/10.54905/disssi/v26i123/ms197e2168

Published: 30 May 2022

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© The Author(s) 2022. Open Access. This article is licensed under a Creative Commons Attribution License 4.0 (CC BY 4.0).