Assessing the role of mentors in mitigating burnout and enhancing professional development in medical education
Issued Date
2024-01-25
Resource Type
eISSN
20426372
Scopus ID
2-s2.0-85184344979
Pubmed ID
38284420
Journal Title
International journal of medical education
Volume
15
Start Page
1
End Page
7
Rights Holder(s)
SCOPUS
Bibliographic Citation
International journal of medical education Vol.15 (2024) , 1-7
Suggested Citation
Anurat K., Thamyongkit S., Pakakasama S., Sumrithe S. Assessing the role of mentors in mitigating burnout and enhancing professional development in medical education. International journal of medical education Vol.15 (2024) , 1-7. 7. doi:10.5116/ijme.659b.d08c Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/97180
Title
Assessing the role of mentors in mitigating burnout and enhancing professional development in medical education
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Author's Affiliation
Corresponding Author(s)
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Abstract
Objectives: To assess the correlation between mentor behaviours and medical student burnout and their professional development within medical education. Methods: A cross-sectional study using convenience sampling was conducted among third-, fifth-, and sixth-year medical students (N=307). Participants voluntarily completed anonymous online questionnaires measuring the Mentor Behavior Scale, the Maslach Burnout Inventory-Student Survey, and the Professional Self-Identity Questionnaire. Multivariate regression analysis was performed to analyse relationships between student burnout, mentor behaviours and their impact on professional development. Results: Among participants, 26% (N=80) experienced burnout, which was significantly associated with lower competency support (OR = 2.0, 95% CI: 1.1-3.5, p = 0.016), medication use (OR = 2.1, 95% CI: 1.1-4.0, p = 0.029), and a lower Grade Point Average (OR = 3.3, 95% CI: 1.6-6.9, p = 0.001) compared to non-burnout students. In the development of professional identity, a high level of mentor relationship structure had statistically significant associations with higher scores in key domains of the Professional Self-Identity Questionnaire, including teamwork (OR = 3.9, 95% CI: 1.5-9.9, p < 0.01), communication (OR = 3.4, 95% CI: 1.5-7.7, p < 0.01), ethical awareness (OR = 3.3, 95% CI: 1.4-8.0, p < 0.01), and record use (OR = 2.8, 95% CI: 1.2-6.5, p < 0.05). Conclusions: The impact of mentor behaviours on medical students is evident. Enhancing mentorship by addressing specific mentor behaviours can improve programme quality. Future research should explore the long-term effects and strategies for effectively implementing targeted enhancements in mentor behaviours.