Learning Burnout: Evaluating the Role of Social Support in Medical Students

Abstract

Background: Burnout is a stress-induced syndrome considered to be closely related to work. Although social support could relief burnout syndrome, its effect on learning burnout in medical students remains unclear. The objectives of the study are to evaluate the association between learning burnout and social support in Chinese medical students. Methods: A cross-sectional online survey was distributed to students who participated in online learning in a medical college in Wuhan during the COVID-19 epidemic. We used the Lian version of the Maslach Burnout Inventory (MBI) to assess learning burnout and the Social Support Rating Scale (SSRS) to assess social support. Chi-square tests were used to analyze factors associated with burnout. Independent t-test and multiple logistic regression were explored to analyze the relationship between social support and burnout. Results: A total of 684 students have completed the survey (response rate: 30.9%), of which 315 (46.12%) met standard criteria for learning burnout. Multiple logistic regression analysis has revealed that seniors, low family income and low social support were significant predictors of learning burnout (χ2 = 41.983, p < 0.001). After adjusting for the grade and family income, there was a significant and relevant association between social support and learning burnout (OR = 0.937; 95% CI: 0.905–0.970; p < 0.001). Conclusions: Learning burnout was highly prevalent in medical students at our college. Senior students and low family income might be risk factors for learning burnout. Social support, especially subjective support and utilization of support might play a protective role in reducing the risk of learning burnout.