Abstract
ObjectiveA number of risk and protective factors have been described on the development of burnout syndrome amongst medical residents. The current study aims to investigate the impact of hospital educational environment and occupational stress on trainee doctors burnout. A cross-sectional study among 269 medical residents was conducted. Greek version of Postgraduate Hospital Educational Environment Measure (PHEEM-G) for the assessment of their educational environment, Greek Version of Job Stress Measure (JSM-G) for the stress assessment and Copenhagen Burnout Inventory (CBI) for burnout measurement were used.ResultsMedical residents’ perceptions about their educational environment are rather negative. Their job-related stress ranged between moderate and high levels, while burnout ranged in medium levels. A significant positive association was observed between total CBI and its subscales and stress. Positive evaluation of the clinical learning environment was inversely related with burnout levels. Job stress was correlated independently and positively with higher total burnout levels and its’ three dimensions. Work-related burnout was independently and negatively related with social support.
Highlights
Burnout during residency has gained great attention, while a number of studies have revealed that its’ prevalence among medical residents (MR) is high
Job Stress Measure (JSM) [14, 15] consists of sixteen items rated on a 5-point scale, evaluating stress produced by a number of work related factors such as the amount of responsibility, the volume of work that must be accomplished in an allotted time, the conflict demands that a position presents and the time pressure
The study investigated the impact of hospital educational environment and occupational stress on MR burnout
Summary
Total PHEEM scores were significantly and negatively associated with total CBI and its’ subscales, indicating that positive evaluation of the clinical learning environment was inversely related with burnout levels. Regarding PHEEM subscales social support was negatively related with total CBI and its subscales, while evaluation of autonomy levels and teaching were significantly and negatively associated with total CBI personal and workrelated exhaustion (Table 3). Job stress correlated independently and positively with higher personal exhaustion (p < 0.001 B = 0.983, Beta = 0.604), explaining 39.4% of its variance (R squared = 0.394 p < 0.001). Work-related burnout was independently and positively related with job stress (p < 0.001 B = 0.879 Beta = 0.562) and negatively with social support subscale of PHEEM (p = 0.048 B = − 0.161 Beta = − 0.132) with this model describing 43.8% of its variance (R squared = 0.438 p < 0.001).
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