Burnout and anxiety levels in human medicine teachers, COVID-19 context

Abstract

Introduction: In the COVID-19 context, university teachers have had to face the most complex educational demands, psychosocial risks, and the anxiety of responding to limitations in terms of connectivity and fulfillment of academic objectives. To identify the levels of Burnout and anxiety in the COVID-19 context and determine how these levels are manifested in the participating teachers. Methods: This was an analytical non-experimental, cross-sectional study. The population was 150 teachers of the Human Medicine Program of the University of San Martín de Porres, Chiclayo, Peru, and the sample was 66 teachers. The survey consisted of three sections: 1. Informed consent, 2. Maslach's Burnout Inventory, 3. Beck's Anxiety Inventory. Data processing was performed using the SPSS V.27 statistical software and all citations and bibliographical references were processed using Mendeley Desktop 1.19.8. Results: In the variable burnout syndrome, 25% of the participants were in the high level downwards; they present anxiety in 30.30% of the total. It was found that 50% of teachers presented mild to moderate anxiety. Conclusions: the largest number of teachers surveyed present anxiety due to burnout syndrome in the COVID-19 context. Finally, it is found that there is a correlation between anxiety and the sociodemographic variables sex, age, and marital status.

Enhancing psychological well-being of school teachers in India: role of energy management, thriving, and stress

“…The recent COVID-19 pandemic has had a significant impact on the well-being of teachers, resulting in depression, anxiety, and burnout (Kotowski et al, 2022;Lacomba-Trejo et al, 2022;Lizana and Lera, 2022;Ramos et al, 2022). Such ill effects have been widely reported in recent studies, highlighting the importance of understanding and addressing these issues to support the mental health of educators.…”