The MBI has been used to assess burnout in medical students - but the instrument has not been utilized in veterinary medical students. Studies assessing burnout in practicing veterinarians have been reported. The Maslach Burnout Inventory (MBI) is considered a reference instrument for measuring burnout in professional occupations including health care -, social services, mental health, criminal justice and education. Burnout is also defined as a syndrome characterized by emotional exhaustion, depersonalization (negative, cynical attitudes and impersonal feelings towards others) and reduced personal accomplishment (the tendency to evaluate oneself negatively particularly with regard’s to one’s work). īurnout is considered the result of being stressed and not having a sufficient support system. In addition, preliminary studies indicated that veterinarians have higher rates of death by suicide compared to the general population in several countries including the US, the UK, Scotland, Wales and Australia. In addition to the stress experienced by veterinary medical students, one study indicated that 32% of first year students experienced clinical levels of depressive symptoms and elevated anxiety levels compared to medical students (14.3%) and the US general population (6.7%). Reported stressors among veterinary medical students include unsatisfactory family and personal relationships, debt and financial self-insufficiency, excessive workload, lack of time for social and recreational activities, chronic sleep deprivation, time demands, experience of constant academic evaluation, homesickness, academic concerns, difficulty fitting in with peers and perceived poor physical health. The level of stress among veterinary medical students is significant, and is related to the high intense level of training in veterinary medical schools. This has administrative implications for the school, when considering the allocation and use of resources for student support systems during each semester. Thus students in the first and second years of veterinary school under the current curriculum experience the greatest levels of emotional exhaustion during the spring semester. The EE scores were higher in the spring semester as compared to the fall semester. ![]() The MBI-ES was an acceptable instrument for assessing burnout in veterinary medical students. Students in this study had moderate levels of burnout based on the MBI-ES scores. Living arrangements specifically as to whether or not a student lived with another veterinary medical students was the only variable significantly associated with the MBI-ES scores. ![]() The EE score was higher in spring compared to fall while DP and PA scores were not different between the 2 semesters. Scores for EE, DP and PA were not different between the 2 classes within the same semester. ResultsĪ non-probability sampling method was implemented consisting of a voluntary sample of 170 and 123 students in the fall and spring semesters, respectively. ![]() Multiple regression analysis was performed to evaluate other factors that predict the MBI-ES scores. Mean scores for the subscales determining burnout namely emotional exhaustion (EE), depersonalization (DP) and lack of personal accomplishment (PA) were calculated for both classes in the 2 semesters. Factor analysis and test reliability for the survey were determined. The MBI-ES was administered to first (Class of 2016) and second year (Class of 2015) veterinary medical students during the 2012-2013 academic year in the fall and spring semesters. The objectives of this study were to evaluate use of the Maslach Burnout Inventory-Educator Survey (MBI-ES) to assess burnout in veterinary students and evaluate the factors that predict the MBI-ES scores. Burnout among veterinary students can result from known stressors in the absence of a support system.
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