This study was presented at the 12th International Congress of the World Confederation for Physical Therapy, Washington, DC, June 25-30, 1995. ABSTRACT: Although the incidence of physical therapists 'burnout is well-recognized in the literature, there are no data on physical therapist students 'levels and sources of stress during their professional education. The purpose of this prospective study was monitor physical therapist students' emotional exhaustion (EE), depersonalization (DP), and personal achievement (PA) traits at different times during an academic semester Twenty-one junior physical therapist students (mean age [+/-SD/=24.3. years) completed the student version of the Maslach Burnout Inventory (MBI) at the beginning of the semester, at mid-semester, and at the end of the semester The respondents rated each of the 22-items on the MBI on a seven-point Likert scale ranging from 0 (never) 6 (every day). Subsequently, the EE, DP and PA scores were computed for each subject. The students ' EE scores increased by 41% at midsemester and by 47% at the end of the semester, their DP scores increased by 20% at midsemester and by 27% at the end of the semester, and their PA scores declined by 9% at midsemester and by 5% at the end of the semester For the three time frames, the mean (iSD) EE, DP and PA scores were 30+/-11.8, 8. 77.9, and 31.4 7.5, respectively. The EE score at the end of the semester was significantly (P semester. On the contrary, the DP and PA scores at the three time frames were not significantly (P>.05) different. The EE and DP scores for the students were higher than the norms reported for most human service professionals. Clearly, the findings suggest the need for reorganization of the educational milieu address the stressors responsible for the high emotional exhaustion scores found in this cohort of physical therapist students. INTRODUCTION Burnout is characterized by increased emotional exhaustion, depersonalization, and reduced personal accomplishment, primarily occurring in those individuals intensely dealing with other people. ] Burnout occurs when a person has reached a state of mental and physical exhaustion coupled with a sense of frustration and personal failure.2 Burnout is prevalent among human service professionals, where client interaction revolves around a provider-receiver relationship.2.3 Stress is a constant phenomenon faced by all in modern society; particularly in the work setting. In the current managed care environment, new physical therapist graduates face potential role stressors and often lack the critical skills needed practice in the acute care setting in which time management, prioritizing, flexibility, and interpersonal skills are needed.4 Curtis and Martin4 identified three primary stressors prevalent in acute care clinical environment: 1) patient issues (medical complications and cooperation), 2) organizational problems (staffing shortages and large caseloads), and 3) health care system constraints (difficulty changing orders and limited time with clients). The relationship between stress and burnout is currently poorly understood. Stressful situations, in an educational environment, in which too many demands are imposed too quickly lead emotional strain and consequently emotional detachment.2.3 In an attempt decrease the emotional burden, students may become withdrawn or frustrated and may develop negative tendencies about their studies and the education program. Unabated academic-related stress can cause illness and disease, including neurological and emotional complaints such as anxiety, nervousness, headaches, or difficulty concentrating.5.6 Previous studies56 have investigated the sources of academic stress in physical therapy education. Frazer and Echternach5 found that physical therapist students are stressed to a relatively high degree by their academic work. …
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