Mental health and burnout during medical school: Longitudinal evolution and covariates

Valerie Carrard, Sylvie Berney, Céline Bourquin, Setareh Ranjbar, Enrique Castelao, Katja Schlegel, Jacques Gaumes, Pierre-Alexandre Bart, Marianne Schmid Mast, Martin Preisig, Alexandre Berney
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Abstract

Background. Medical students’ rate of depression, suicidal ideation, anxiety, and burnout have been shown to be higher than those of the same-age general population. However, longitudinal studies spanning the whole course of medical school are scarce and present contradictory findings. This study aims to analyze the longitudinal evolution of mental health and burnout from the first to the last year of medical school using a wide range of indicators. Moreover, biopsychosocial covariates that can influence this evolution are explored. Method. In an open cohort study design, 3066 annual questionnaires were filled in by 1595 different students from the first to the sixth year of the Lausanne Medical School (Switzerland). Depression symptoms, suicidal ideation, anxiety symptoms, stress, and burnout were measured along with biopsychosocial covariates. The longitudinal evolution of mental health and burnout and the impact of covariates were modelled with linear mixed models. Results. Comparison to a same-aged general population sample shows that medical students reported significantly more depression symptoms and anxiety symptoms. Medical students’ mental health improved during the course of the studies in terms of depression symptoms, suicidal ideation, and stress, although suicidal ideation increased again in the last year and anxiety symptoms remained stable. Conversely, the results regarding burnout globally showed a significant worsening from beginning to end of medical school. The covariates most strongly related to better mental health and less burnout were less emotion-focused coping, more social support, and more satisfaction with health. Conclusion. Both improvement of mental health and worsening of burnout were observed during the course of medical school. This underlines that the beginning and the end of medical school bring specific challenges with the first years’ stressors negatively impacting mental health and the last year’s difficulties negatively impacting burnout.
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医学院心理健康与职业倦怠:纵向演化与协变量
背景。医学院学生的抑郁、自杀意念、焦虑和倦怠率已被证明高于同龄一般人群。然而,跨越整个医学院课程的纵向研究很少,并且呈现出相互矛盾的结果。本研究旨在利用广泛的指标,分析医学院一年级至最后一年心理健康与倦怠的纵向演变。此外,还探讨了影响这种进化的生物心理社会协变量。在一项开放队列研究设计中,1595名来自瑞士洛桑医学院(Lausanne Medical School)一年级至六年级的学生填写了3066份年度问卷。测量抑郁症状、自杀意念、焦虑症状、压力和倦怠以及生物心理社会协变量。心理健康与职业倦怠的纵向演变及协变量的影响采用线性混合模型进行建模。与同龄的普通人群样本相比,医学生报告的抑郁症状和焦虑症状明显更多。在研究过程中,医学生的心理健康状况在抑郁症状、自杀意念和压力方面有所改善,但自杀意念在去年再次增加,焦虑症状保持稳定。相反,全球范围内关于职业倦怠的结果显示,从医学院开始到结束,情况明显恶化。与更好的心理健康和更少的职业倦怠最密切相关的协变量是较少的情绪集中应对、更多的社会支持和更多的健康满意度。在医学院学习期间,心理健康状况有所改善,职业倦怠状况有所恶化。这强调了医学院的开始和结束会带来具体的挑战,第一年的压力因素会对心理健康产生负面影响,而最后一年的困难会对倦怠产生负面影响。
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