Introduction
Auniversity plays an important role in training efficient human resources for the development of society [
1]. One of the factors affecting education is academic burnout, which can disrupt education [
2]. Academic burnout in medical students is more important because medical education is more challenging for students [
3]. Challenging and competitive educational programs and students’ perceptions of instructor unfairness increase the level of stress and academic burnout [
4]. Examining the state of academic burnout in college students is very important because academic burnout can lead to academic failure and even dropout in students. It is also an important indicator in predicting the declined performance of students [
5]. Considering the high prevalence of academic burnout among medical students, it has become one of the important challenges of the medical system. It is necessary to investigate the influencing factors in creating this problem and adopt preventive strategies [
6]. This review study aims to investigate academic burnout in Iranian medical students.
Methods
This is a scoping review study. Searches were conducted to identify relevant articles in the national databases of SID, MagIran, ElmNet, and Google Scholar in the period of 2011-2023 using the keywords related to burnout, academic burnout, students, and medical sciences. The studies conducted in Iran, those published in the Persian language, and the studies conducted on Iranian medical students from 2011-2023 were included. Letters to the editor, medical theses, review articles, and those with unavailable full text were excluded. The information extracted from the selected articles were: author’s name, year of study, place of study, sample size, study population (age, gender, grade point average [GPA], place of residence, interest in the field of study, and marital status), type of study, measurement tool, and mean/frequency of academic burnout.
Results
The initial search yielded 986 articles. After removing duplicates, 548 records remained for screening. Following the screening process based on the title and abstract, 62 full-text articles were evaluated for eligibility. Finally, 43 studies met the inclusion criteria and were included in the review. The degree of academic burnout was from 1.73±1.64 (score range 0-4) to 120.05±9.3 (total of three academic burnout domains). The mean scores varied in the studies based on the assessment tools. The assessment tools were Barso et al.’s academic burnout questionnaire in 26 studies, the Maslach Burnout Inventory-Student Survey in 12 studies, Schaufeli et al.’s Burnout Assessment Tool in one study, the Burnout Clinical Subtype Questionnaire in two studies, and Salmela-Aro’s School Burnout Inventory in two studies.
There was a significant relationship between age and academic burnout in 4 studies, while no statistically significant relationship was reported in 7 studies. There was a statistically significant relationship between gender and academic burnout in 2 studies, while no significant relationship was found in 17 studies. There was a statistically significant relationship between marital status and academic burnout in 2 studies, while no statistically significant relationship was found in 9 studies. There was a statistically significant relationship between the place of residence and academic burnout in 2 studies, while no significant relationship was found in 3 studies. Interest in the field of study was found to be significantly related to academic burnout in 5 studies, while no statistically significant was reported in one study. There was a statistically significant relationship between GPA and academic burnout in 5 studies, while no significant relationship was found in two studies.
Conclusion
The results of the present study showed that there was a prevalence of academic burnout in Iranian medical students in all studies, which was expected, since these students face different educational challenges during their studies and sometimes they are dissatisfied and incompatible with their educational environment, which can cause academic burnout. Therefore, it seems necessary to identify the factors that can reduce academic burnout in Iranian medical students.
Ethical Considerations
Compliance with ethical guidelines
In this study, all ethical considerations were observed.
Funding
This research did not receive any grant from funding agencies in the public, commercial, or non-profit sectors.
Authors' contributions
The authors contributed equally to preparing this article.
Conflicts of interest
The authors declare no conflict of interest.
Acknowledgements
The authors would like to thank the Deputy for Research and the Research Center for Anesthesia, Critical Care and Pain Medicine of Hormozgan University of Medical Sciences for their support.
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