AI Article Synopsis
- * A cross-sectional study conducted during 2020-2021 surveyed 74 learners to assess wellness, using established burnout and resilience scales, finding that online learners reported significantly more burnout despite similar scores in resilience, mindfulness, and self-compassion compared to in-person learners.
- * The study concludes that increased virtual learning may contribute to burnout, highlighting the need for further research on the causes of this burnout and potential protective factors that could help students cope with virtual education.
Article Abstract
Introduction: The COVID-19 pandemic necessitated a shift to virtual curriculum delivery at Canadian medical schools. At the NOSM University, some learners transitioned to entirely online learning, while others continued in-person, in-clinic learning. This study aimed to show that medical learners who transitioned to exclusively online learning exhibited higher levels of burnout compared to their peers who continued in-person, clinical learning. Analysis of factors that protect against burnout including resilience, mindfulness, and self-compassion exhibited by online and in-person learners at NOSM University during this curriculum shift were also explored.
Methods: As part of a pilot wellness initiative, a cross-sectional online survey-based study of learner wellness was conducted at NOSM University during the 2020-2021 academic year. Seventy-four learners responded. The survey utilized the Maslach Burnout Inventory, the Brief Resilience Scale, Cognitive and Affective Mindfulness Scale-Revised, and the Self-Compassion Scale-Short Form. T-tests were utilized to compare these parameters in those who studied exclusively online and those who continued learning in-person in a clinical setting.
Results: Medical learners who engaged in online learning exhibited significantly higher levels of burnout when compared with learners who continued in-person learning in a clinical setting, despite scoring equally on protective factors such as resilience, mindfulness, and self-compassion.
Conclusion: The results discussed in this paper suggest that the increased time spent in a virtual learning environment during the COVID-19 pandemic might be associated with burnout among exclusively online learners, as compared to learners who were educated in clinical, in-person settings. Further inquiry should investigate causality and any protective factors that could mitigate negative effects of the virtual learning environment.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10162515 | PMC |
| http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0285402 | PLOS |
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