Relationship Between US Pediatric Resident Burnout and the Learning Environment.

Abstract

There is a paucity of literature evaluating the association between the pediatric residency learning environment (LE) and resident well-being. A cross-sectional study investigated the association between pediatric residents' LE satisfaction and their burnout, and whether LE subcomponents influenced LE satisfaction. A total of 2043 (69%) residents representing 46 pediatric programs responded, indicating that 40% of participants met the burnout classification. Residents not meeting burnout classification reported greater mean LE satisfaction (4.4 vs 3.6, P < .001), LE collaboration (4.4 vs 4.1, P < .001), resident mentorship (3.7 vs 3.1, P < .001), and resident education (4.1 vs 3.5, P < .001) than their colleagues with burnout. Residents reporting greater LE collaboration (B = 0.62, 95% confidence interval (CI) = 0.57-0.67, P < .001), greater resident mentorship (B = 0.51, 95% CI = 0.48-0.55, P < .001), and greater resident education (B = 0.72, 95% CI = 0.68-0.75, P < .001) had higher LE satisfaction, controlling for individual/program characteristics and clustering. This study demonstrates associations between LE satisfaction and burnout from a national group of pediatric residents.