Factors Influencing Burnout in Croatian Medical Students: The roles of Lifelong Learning and Loneliness.

IF 4.8 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Perspectives on Medical Education Pub Date : 2025-05-13 eCollection Date: 2025-01-01 DOI:10.5334/pme.1468

Ivan P Gradiski, Ana Borovecki, Marko Curkovic, Esperanza García-Gómez, Roberto C Delgado Bolton, Luis Vivanco

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引用次数: 0

Abstract

Background: Burnout and engagement are seen as opposite ends of a continuum. In medical education, engagement reflects motivation and social belonging, while burnout signifies a lack of interest in learning and social detachment. This study aimed to investigate the influence of lifelong learning and loneliness on these dynamics.

Methods: A cross-sectional study involving a culture back-translation procedure was performed. Participants were medical students enrolled in a Croatian medical school. The Maslach Burnout Inventory (MBI-GS), Jefferson Scale of Physician lifelong learning (JeffSPLL-MS), and the Scale of Social and Emotional Loneliness Scale for Adults (SELSA-S), were used as main measures. Sex, age, grade point average, and year of study, were collected in a complementary form. Confirmatory Factor Analyses (CFAs), followed by correlation, comparative and multiple linear regression analyses were performed to assess the above-mentioned variables.

Results: The sample consisted of 1,371 medical students (872 women), all native Croatian speakers. A model including lifelong learning, loneliness and sex variables accounted for 17% of the variance in the global MBI-GS score. This model showed a medium-to-large effect size and fulfilled conditions required for statistical inference. Additionally, differences by sex appeared in loneliness (p < 0.001), but not in lifelong learning abilities. Furthermore, the Croatian versions of the JeffSPLL-MS and the SELSA-S exhibited good psychometric properties, as confirmed by CFAs.

Conclusions: These findings highlight the influence of lifelong learning abilities and loneliness on the burnout-engagement continuum. Additionally, findings indicate that female medical students are at heightened risk of experiencing burnout.

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克罗地亚医科学生职业倦怠的影响因素：终身学习和孤独感的作用。

背景：职业倦怠和敬业度被视为一个连续统一体的两端。在医学教育中，参与反映了动机和社会归属感，而倦怠则表明对学习缺乏兴趣和脱离社会。本研究旨在探讨终身学习和孤独感对这些动态的影响。方法：横断面研究涉及文化反翻译程序进行。参与者是克罗地亚一所医学院的医科学生。以Maslach倦怠量表（MBI-GS）、Jefferson医师终身学习量表（JeffSPLL-MS）和成人社会与情感孤独量表（SELSA-S）为主要测量量表。性别，年龄，平均成绩和学习年份，以补充形式收集。采用验证性因子分析（CFAs）、相关分析、比较分析和多元线性回归分析对上述变量进行评估。结果：样本包括1,371名医学生（872名女性），均以克罗地亚语为母语。一个包含终身学习、孤独和性别变量的模型占全球MBI-GS得分方差的17%。该模型具有中大型效应，满足统计推断的条件。此外，性别差异出现在孤独感上（p < 0.001），但在终身学习能力上没有差异。此外，克罗地亚版本的JeffSPLL-MS和SELSA-S表现出良好的心理测量特性，正如cfa所证实的那样。结论：这些发现突出了终身学习能力和孤独感对倦怠-投入连续体的影响。此外，研究结果表明，女医学生经历倦怠的风险更高。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Perspectives on Medical Education Multiple-

CiteScore

5.70

自引率

8.30%

发文量

审稿时长

28 weeks

期刊介绍： Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Official journal of the The Netherlands Association of Medical Education (NVMO). Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.