İntörn Hekimlerin Tükenmişlik Durumları, Akademik Başarıları, Eğitim Ortamı Algıları ve Öğrenme Yaklaşımlarının Değerlendirilmesi

Abstract

In this study we aimed to determine the relation between the burnout status and sosciodemographical factors in the students beginning to the sixth year of education in Zonguldak Bülent Ecevit University School of Medicine (BEUNTF). This research is a single-centered cross-sectional descriptive study executed between 01 January 2022 and 31 March 2022. Maslach Burnout Inventory-Student Form (MBI-SF) was used to assess the burnout, Approaches and Study Skills Inventory for Students-Turkish (ASSIST) was used to assess the study skills and Dundee Ready Education Environment Measure-Turkish (DREEM-TR) was used to assess the students’ perceptions about the educational environment. The questionnaires were filled in during a face to face interview. Appropriate statistical assessment methods were used for comparison of the study groups p values less than 0.05 were accepted as a statistically significant difference. Out of 160 sixth year medical students 99 (%61.8) filled in the study questionnaires. In the present study the male participants were found to be more depersonalized than females. However males and females did not differ about the emotional exhaustion and personal accomplishment subscale scores. Participants whose academic grade point average are under 3.3 scored poorer about all three subscale scores of MBI-SF. Participants who are not pleased about the education they recieved in the school scored more exhausted, more depersonalized and more unsuccessful. According to DREEM-TR subscale scores students’ perceptions of learning, teachers and atmosphere were affirmative. Students who prefer strategic learning approach were found to be less emotinally exhausted. As the total DREEM-TR scores get lower, all of the subscale scores in MBI-SF gets poorer. The study findings are concomittant with the literature, the participants’ academic burnout, perceptions of the educational environment and learning approaches were all found to be related to each other.