Abstract
BackgroundThe aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach.MethodsMedical students (n = 670) in Year 3 to Year 5 at the University of Auckland were classified into three different profiles as derived from a two-step cluster analysis using World Health Organization Quality of Life-BREF scores and Copenhagen Burnout Inventory scores. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods.ResultsThe response rate was 47%. Three clusters were obtained: Higher Burnout Lower Quality of Life (n = 62, 20%), Moderate Burnout Moderate Quality of Life (n = 131, 41%), and Lower Burnout Higher Quality of Life (n = 124, 39%). After controlling for gender and year level, Higher Burnout Lower Quality of Life students had significantly higher test anxiety (p < 0.0001) and amotivation scores (p < 0.0001); and lower intrinsic motivation (p < 0.005), self-efficacy (p < 0.001), and progress test scores (p = 0.03) compared with the other profiles.ConclusionBurnout and Quality of Life profiles of medical students are associated with differences in academic motivation and achievement over time.
Highlights
There is growing concern about the well-being of medical students during medical school [1,2,3]
Burnout and Quality of Life profiles of medical students are associated with differences in academic motivation and achievement over time
By using a person-oriented approach this study has demonstrated an important relationship between burnout and quality of life profiles, academic motivation and achievement on progress tests over time
Summary
There is growing concern about the well-being of medical students during medical school [1,2,3]. A study involving 1098 medical students in the US found that 45% of their sample met the criteria for burnout, and scored lower on mental quality of life scores when compared with the general population [4]. These findings are consistent with other studies noting that medical students are vulnerable to psychological distress that may impact on their academic achievement, and motivation [1, 5]. The aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods
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