Learning burnout and its influential factors in problem-based learning

Abstract

Objective To investigate the learning burnout in problem-based learning and its influential factors. Methods The third-year undergraduate medical students, including 8-year track and 5-year track in Peking University were involved in this study. The scores of student performance, tutor performance and case quality were collected after cases learning. The students' attitude in PBL performance were surveyed with 3 in-house designed questions. The Learning Burnout Scale for college students was used before and after PBL. Correlation was analyzed between the learning burnout and 4 factors of PBL. Multiple linear regression analysis was used to clarify the influential factors with the learning burnout scores as dependent variable. The analysis of numerical data was conducted by using SPSS 16.0. Results The average scores of learning burnout in third-year undergraduate medical students was 52.85, which indicated the learning burnout was at low to moderate level. Significant correlation was found between the scores of learning burnout and the scores of students, tutors, cases quality and the attitude to PBL. Multiple linear regression analysis results showed 2 factors were of significance, that is students' attitude to PBL and the performance in PBL. Conclusions The attitude to PBL and the performance of students in PBL were the key influential factors which exert a significant influence on learning burnout. Students training along with PBL should be improved in medical education. Key words: Problem-based learning; Learning burnout; Influential factors