Burnout Among Saudi Radiological Sciences Undergraduate Students During COVID-19 Pandemic: A Cross-Sectional Study

Abstract

Background The novel Coronavirus Disease 2019 (COVID-19) pandemic has posed unprecedented new stressors and challenges to the applied health sciences’ education. This study explored the prevalence of burnout among Saudi radiological sciences students at King Saud bin Abdulaziz University for Health Sciences during the COVID-19 pandemic. Methods A cross-sectional study was conducted between November and December 2020 among 176-Saudi radiological sciences students, using the 16-item questionnaire of Maslach Burnout Inventory-General Survey for Students and through non-probability convenient sampling technique. The 16 items of the questionnaire were scored on a 7-point frequency rating scale ranging from 0 (never) to 6 (every day) and consisted of three distinct burnout dimensions/subscales: a) emotional exhaustion (5-items), cynicism (5-items), and professional efficacy (6-items). The means of individual items that make up each scale of burnout were calculated, and statistical analysis was performed using the Mann–Whitney U -test. Results/Observations/Findings From the 176-radiological sciences students approached, 96 (54.5%) completed the questionnaire. The percentage of students who were at moderate to high risk of burnout was 70.8% for emotional exhaustion, 75% for cynicism, and 74% for professional efficacy subscales. Emotional exhaustion was significantly higher among fourth-year students (P = 0.042), than third-year students. Cynicism was significantly higher among fourth-year female students (P = 0.035), than third-year female students. The professional efficacy was significantly lower among fourth-year female students (P = 0.007) than males. Conclusion Our study shows 73.3% moderate to high burnout rates among Saudi radiological sciences students during the COVID-19 pandemic. Burnout increases as students advance to the fourth year. A block/modular curriculum structure for fourth-year courses may be necessary to reduce burnout among fourth-year students. Academic counseling can ease students’ emotional stress and reduce burnout risk.

The Impact of COVID-19 on Radiological Science Students and Interns at King Saud bin Abdulaziz University for Health Sciences: Cross-Sectional Study

“…The study reported that burnout increased as students advanced to the fourth year. 21 Similarly, our findings revealed that 39% of the RADs students and interns felt stressed and overwhelmed during their study. The percentage increased to 47% during their clinical training, mainly during the fourth year of their study and the internship.…”

Burnout Among Saudi Radiographers

“…In comparison, an analysis of 19 studies involving 4108 healthcare professionals (women: 49.3%) conducted in Bahrain, Egypt, Jordan, Lebanon, Palestine, Saudi Arabia, and Yemen showed that there was a wide range of prevalence estimates in the MBI subscales, which revealed a low PA level (13.3). 19 Similar to the overall EE domain, there were no significant differences in PA according to sex, age, experience, or department (p<0.05). Many studies have found that younger age strongly predicted burnout.…”

“…17 Recent reviews have recommended the need for studies assessing the burnout level among a variety of healthcare providers, including laboratory scientists and radiographers. 18,19 A recent study found moderate to high burnout rates among Saudi radiological sciences students. It reported that academic counselling can help students cope with emotional stress and decrease the risk of burnout.…”

Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study

“…Although the COAMS programs follow traditional instructional methods, the curriculum also fosters an interactive and cooperative learning environment through the integration of diverse teaching strategies such as problem-based learning (PBL), small group discussions, and simulation to ensure achieving the learning outcomes. Challenges to remote interprofessional health education may include issues related to communication and barriers related to educational content and interaction between instructor and student, inadequacy for practical learning, student assessment, use of technology tools, online experience and inadequacy of internet and website services, pandemic-related anxiety or stress or burnout, time management, lack of motivation and technophobia ( 2 , 3 , 71 , 72 ). Besides the findings of our study, these challenges indicate the areas that require attention in interventions aimed at facilitating the successful implementation of interprofessional online education challenges, based on COAMS students’ perspectives in Saudi Arabia and elsewhere.…”

“…Additionally, students have described how the pandemic has affected their social interactions, physical activity levels, overall stress levels, as well as how these alterations have changed their ability to remain productive ( 18 , 19 ). Another growing concern is the mental health of students, with stress, anxiety, and burnout being reported by university students during the COVID-19 pandemic ( 2 , 20 ).…”