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01-04-2017 | Original Article | Uitgave 2/2017 Open Access

Perspectives on Medical Education 2/2017

Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach

Tijdschrift:
Perspectives on Medical Education > Uitgave 2/2017
Auteurs:
Mataroria P. Lyndon, Marcus A. Henning, Hussain Alyami, Sanjeev Krishna, Irene Zeng, Tzu-Chieh Yu, Andrew G. Hill

Abstract

Background

The aim of this study was to identify burnout and quality of life profiles of medical students and determine their associations with academic motivation and achievement on progress tests using a person-oriented approach.

Methods

Medical students (n = 670) in Year 3 to Year 5 at the University of Auckland were classified into three different profiles as derived from a two-step cluster analysis using World Health Organization Quality of Life-BREF scores and Copenhagen Burnout Inventory scores. The profiles were used as independent variables to assess differences in academic motivation and achievement on progress tests using a multivariate analysis of co-variance and repeated measures analysis of co-variance methods.

Results

The response rate was 47%. Three clusters were obtained: Higher Burnout Lower Quality of Life (n = 62, 20%), Moderate Burnout Moderate Quality of Life (n = 131, 41%), and Lower Burnout Higher Quality of Life (n = 124, 39%). After controlling for gender and year level, Higher Burnout Lower Quality of Life students had significantly higher test anxiety (p < 0.0001) and amotivation scores (p < 0.0001); and lower intrinsic motivation (p < 0.005), self-efficacy (p < 0.001), and progress test scores (p = 0.03) compared with the other profiles.

Conclusion

Burnout and Quality of Life profiles of medical students are associated with differences in academic motivation and achievement over time.
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