Impact of hospital educational environment and occupational stress on burnout among Greek medical residents

Papaefstathiou, E.; Tsounis, Andreas; Papaefstathiou, Eirini; Malliarou, Maria; Sergentanis, Theodoros N.; Sarafis, Pavlos

doi:10.1186/s13104-019-4326-9

Cited by 21 publications

(24 citation statements)

References 26 publications

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“…The average PHEEM score in our study was higher than previous studies [29,57] indicating more positive views about the learning environment in our study, and this finding was similar to others from South Africa, Saudi Arabia and Morocco [58][59][60]. Almost half of the residents (46.3%) found their educational environment to be more positive than negative, and 40.9% found it more negative than positive.…”

Section: Discussionsupporting

confidence: 85%

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Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya

et al. 2021

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Background Little data exists regarding depression and its associated factors in medical residents and doctors in Sub-Saharan Africa. Residents are at high risk of developing depression owing to the stressful nature of their medical practice and academic training. Depression in medical residents leads to decreased clinical efficiency, and poor academic performance; it can also lead to substance abuse and suicide. Our primary aim was to measure depression prevalence among medical residents in Kenya’s largest national teaching and referral hospital. Secondary aims were to describe how depression was associated with perceived stress, perceived social support, substance use, and educational environment. Methods We sampled 338 residents belonging to 8 different specialties using self administered questionnaires in this cross-sectional survey between October 2019 and February 2020. Questionnaires included: sociodemographics, the Centres for Epidemiology Depression Scale - Revised, Perceived Stress Scale, Multidimensional Scale of Perceived Social Support, Alcohol, Smoking and Substance Involvement Screening Test, and Postgraduate Hospital Educational Environment Measure. Bivariate and multivariate linear regression were used to assess for risk factors for depression. Results Mean participant age was 31.8 years and 53.4% were males. Most residents (70.4%) reported no to mild depressive symptoms, 12.7% had moderate, and 16.9% had severe depressive symptoms. Most residents had high social support (71.8%) and moderate stress (61.6%). The educational environment was rated as more positive than negative by 46.3% of residents. Bivariate analyses revealed significant correlations between depressive symptoms, perceived stress, substance use, perceived social support, and educational environment. Multivariate analysis showed that depression was strongly associated with: fewer hours of sleep (β = − 0.683, p = 0.002), high perceived stress (β = 0.709, p < 0.001) and low perceived social support (β = − 2.19, p < 0.001). Conclusions Only 30% of medical residents in our study had moderate and severe depressive symptoms. Most residents in our study reported high levels of social support, and moderate levels of stress. Though their overall appraisal of medical residency experience was positive, mental health support and self-care skills in the training of medical professionals needs prioritization.

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Section: Discussionsupporting

confidence: 85%

“…A positive perception of one's learning environment correlates to lower levels of burnout [29]. Higher perceptions of role autonomy, and teaching amongst doctors is associated with greater satisfaction in their internship [22].…”

Section: Introductionmentioning

confidence: 99%

Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya

et al. 2021

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“…However, this intervention had no statistically significant effects on the medical residents' sense of low personal achievement and stress level. The possible explanation for this phenomenon is that medical residents might experience pressure due to many factors, such as workforce demands, susceptibility to the uncertainties, and lack of control (Kuhn and Flanagan, 2017;Papaefstathiou et al, 2019). Medical residents may gain a sense of accomplishment as they master various of operations and become more proficient.…”

Section: Discussionmentioning

confidence: 99%

Effect of Online Psychological Intervention on Burnout in Medical Residents From Different Majors: An Exploratory Study

et al. 2021

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Background: Work-related stress among healthcare professionals poses a serious economic and healthcare burden. This study aimed to investigate the prevalence of burnout as well as anxiety, depression, and stress in medical residents from different majors, and assess the effects of an online psychological intervention on the mental health status of medical residents with a high degree of burnout.Methods: We conducted an online survey that collected information on the demographics, mental health, and burnout conditions of medical residents from Shengjing Hospital. The mental health condition was assessed by the Depression, Anxiety, and Stress Scale (DASS)−21. Further, burnout was assessed by the Maslach Burnout Inventory (MBI). Medical residents with a total MBI score between 50 and 75 were selected to receive online psychological intervention for 3 months.Results: Two-hundred and ten medical residents completed the questionnaire, of whom, 63 residents with an MBI score between 50 and 75 received the 3-month online psychological intervention. Anesthesia residents showed the highest level of depression, anxiety, and stress, and presented with a lower sense of personal accomplishment, higher emotional exhaustion, and higher depersonalization. Furthermore, pediatric residents had the second highest DASS and MBI scores following anesthesia residents. Following the online psychological intervention, negative emotional states and burnout levels were significantly lower among anesthesia and pediatric residents. There were no differences in the level of stress and sense of personal accomplishment pre- and post-online psychological intervention among the different majors.Conclusion: Our findings revealed high levels of burnout, as well as depression, anxiety, and stress symptoms in medical residents, with marked differences among different majors. The online psychological intervention effectively improved emotional exhaustion, and depersonalization, and relieved the psychological problems such as anxiety and depression in medical residents.

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“…According to Chiavenato (1999), motivation is what drives the person to act in some sense, which may provoke an external stimulus, coming from the environment or internally generated in the mental processes of the individual. Thereby, the stress in the hospital learning environment is interpreted as absence of motivation, what demands the knowledge of how the student's behavior patterns are learned, and from these, deduce the existence of reasons, essences, driving force and intrinsic motivation (PAPAEFSTATHIOU et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Interest and motivation of pediatric medical residents in the pedagogical process of teaching: preceptors’ perception

Silva¹,

Silva

Drumond

et al. 2021

Sustinere

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Although many say that the resident doctor has no interest in the activities developed during the medical residency in Pediatrics, this does not seem to be true, especially when it comes to secondary and tertiary care. The objective was to evaluate the preceptors' perception about Pediatric medical residents' interest and motivation in the teaching process. This is a cross-sectional study using a semistructured interview with preceptors in Pediatrics. This study included 40 (67,8%) of 59 preceptors, 80,0% women, mean age 45,3±12,5years, permanence in the Program 11,9±10,9 years, 18 (45,0%) with ≤5 years as preceptor; 18 (45,0%) reported no teacher training; 18 (45,0%) deliver/discuss syllabus. Most stress-generating rotations were urgency/emergency, pediatric intensive care unit, hospital shifts and clinical case presentations. For 8 (20.0%) preceptors, the resident physician presents a lower interest in attending the Program; 31 (77,5%) greater interest in practical activities; 18 (45,0%) reported interest and motivation for theoretical-practical contents. In those with time ≤ 5years, 6 (33,3%) reported lack of enthusiasm; in the group > 5years, 2 (9,1%) reported lack of enthusiasm (p=0,057). For motivation, in both groups ≤5years (16,7%) and >5years (13,6%), 3 reported lower motivation (p=0,789).In conclusion, receptors acknowledge that residency in medical education is important, but it is also stress-inducing. Accordingly, it is necessary to consider on the pursuit for modern teaching processes, allowing training, professional and personal growth, with prevention of organic and emotional dysfunctions, enhancing interest and motivation for the teaching process.

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Impact of hospital educational environment and occupational stress on burnout among Greek medical residents

Cited by 21 publications

References 26 publications

Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya

Depression and its associated factors: perceived stress, social support, substance use and related sociodemographic risk factors in medical school residents in Nairobi, Kenya

Effect of Online Psychological Intervention on Burnout in Medical Residents From Different Majors: An Exploratory Study

Interest and motivation of pediatric medical residents in the pedagogical process of teaching: preceptors’ perception

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