![]() MD/PhD students and all students at Urbana-Champaign were excluded (95 students) from the final analysis due to low response rates of < 6% and < 3%, respectively. UICOM has four distinct campuses: Chicago, Peoria, Rockford, and Urbana-Champaign. Medical students from each class (M1-M4 and MD/PhD), totaling 1359 students, at the University of Illinois College of Medicine (UICOM) were asked to complete the cross-sectional survey. ![]() The study was approved by the Internal Review Board (IRB) at the University of Illinois at Rockford (UI-Rockford). If the most significant causes are addressed, it may be possible to reduce the rate of burnout and improve the well-being of future physicians throughout their undergraduate and graduate medical education. Acquiring a better understanding of the predictors of burnout may allow for resolutions to be developed that target the most severe causes. Given the serious implications of medical student burnout, it is necessary to identify predictors that may influence the phenomenon. These attributes have been shown to decrease the quality of care delivered to a patient and therefore, require immediate correction before a medical student is granted increased autonomy during residency. Additionally, increased alcohol use/abuse, illicit drug use, and suicidal ideations have been associated with burnout in medical students. Īside from the stressors of classroom and the board exams, burnout has been linked with loneliness, depression, isolation, an inability to relate to one’s peers, and feelings of apathy and depersonalization. The score a student receives on the USMLE, especially STEP 1, is directly correlated with their ability to matriculate in their desired specialty, and the stress associated with the examination has been shown to negatively impact a student’s wellbeing. Gradually, this new medical knowledge is integrated within the curriculum and students are expected to master the information for their United States Medical Licensing Examination (USMLE). Corish estimated that the volume of medical knowledge has doubled every 73 days since 2010. The responsibilities of a medical student, in comparison to a resident or attending physician, are greatly limited due to their evolving knowledge base and clinical experience, nevertheless, medical students are expected to perform at a level that may seem unachievable. In fact, some studies suggest that approximately half of all medical students may be suffering from burnout before residency. Numerous investigations have studied the origins of physician burnout and it has been reported that the phenomenon may begin manifesting as early as medical school. The annual economic impact of physician burnout has been estimated at $3.4 billion dollars with this loss expected to increase alongside worsening rates of burnout. Physician burnout can decrease the accuracy of medical diagnoses, impede effective patient-physician communication, and increase the number of unnecessary medical procedures. Healthcare practitioner burnout may be characterized as ‘various degrees of emotional exhaustion, depersonalization and a low sense of personal accomplishment’. The rate of self-reported burnout among physicians in the United States increased from 40 to 51% from 2013 to 2017, respectively. The definition of burnout changes slightly depending on the population under investigation, yet, the underlying description explained by Freudenberger remains consistent, while its impact upon the health care system is ever evolving. Herbert Freudenberger first described burnout in 1974 as a ‘state of mental and physical exhaustion caused by one’s professional life. The Creative Commons Public Domain Dedication waiver ( ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.
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