An analysis of the effect of educational environment on burnout : a cross-sectional observational study of trainee doctors at the Malta Foundation Programme

Abstract

BACKGROUND: A suboptimal educational environment has been associated with effects on both patient care and trainee wellbeing. Burnout is associated with negative effects at both the personal and the institutional level. The role of the educational environment in the development of burnout has been studied in many countries. This is the first such study in a Maltese population.

METHODS: The aim of this study was to analyse the effect of the educational environment on the prevalence of burnout among doctors within the Malta Foundation Programme. A cross-sectional observational methodology using Google Forms was adopted. The questionnaire was distributed to all Foundation and Extended Foundation doctors.

The Postgraduate Hospital Educational Environment Measure (PHEEM) was used to assess the educational environment as perceived by the Foundation doctors. The Copenhagen Burnout Inventory (CBI) was used to analyse burnout among Foundation doctors. SPSS v25.0 was used for statistical analysis using a threshold for statistical significance of p < 0.05 and 95% confidence interval.

RESULTS: Both PHEEM and CBI showed good reliability scores. The educational environment was deemed as more positive than negative with ample room for improvement. High burnout rates were recorded. There was a highly significant negative correlation between autonomy, teaching and social support, and personal, work-related and client-related burnout. The results show that there is a significant association between the learning environment and burnout.

CONCLUSION: The high level of burnout identified is a cause for concern and calls for action aimed at improving the wellbeing of these young doctors. An improved educational environment can improve the quality and safety of patient care, as well as improve the mental and physical health of the trainees.