Guilt and Burnout in Medical Students.

THEORY: Burnout is prevalent among medical students and is correlated with negative feelings, behaviors, and outcomes. Empathy is a desired trait for medical students that has been correlated with reduced burnout. The concept of guilt is closely related to concern about the well-being of others; therefore, feelings of guilt may be associated with empathy. Excessive guilt poses an increased risk for internalized distress, symptoms such as anhedonia, and may be related to burnout. The relationship between pathogenic guilt and burnout in medical students is unknown. HYPOTHESIS: We hypothesize that pathogenic guilt is present and related to both burnout and empathy in medical students. METHODS: We conducted a cross-sectional survey study of all students in one medical school. Data were collected in February 2020. The Oldenburg Burnout Inventory (OBLI), Toronto Empathy Questionnaire (TEQ), and Interpersonal Guilt Questionaire-67 (IGQ-67) were used. A modified version of IGQ-67 was used to measure four subscales of pathogenic guilt: survival guilt, separation guilt, omnipotence guilt, and self-hate guilt. Data analyses for this study including screening, evaluation of assumptions, descriptive statistics, reliabilities, one-way ANOVA, and correlation coefficients, were conducted using SPSS version 26. RESULTS: Of 300, 168 (56.0%) students participated in the study. Survival, omnipotence, and self-hate classes of pathogenic guilt were positively correlated with burnout. Empathy was correlated with two classes of pathogenic guilt: survival and omnipotence. Empathy was inversely related to burnout (disengagement). CONCLUSIONS: Pathogenic guilt may be a contributor to burnout in medical students. Guilt should be a target of prevention and treatment in burnout in medical students.Supplemental data for this article is available online at https://doi.org/10.1080/10401334.2021.1891544.

Resilience Among Medical Students: The Role of Coping Style and Social Support.

THEORY: Although medical students begin medical school with better mental health than their peers, during medical school students have a higher prevalence of psychological distress. Medical students often do not seek help for mental health concerns. The use of approach coping strategies and social support has been shown in other populations to be related to mental health resiliency. HYPOTHESES: The rates of depression and burnout in this medical student population are expected to be high, with the majority not seeking help for their psychological distress in accordance with studies of medical students across the nation. Perceptions of stigma are hypothesized to be a potential source of this lack of care-seeking behavior. Approach coping strategies and social support are speculated to have an inverse relationship with the prevalence of depression and burnout in the medical student population. METHOD: Validated measures of depression and burnout along with items pertaining to diagnosis and treatment of mental health issues, specific coping strategies used during stressful times, and perceptions of social support were used in a cross-sectional study of students at the University of North Dakota School of Medicine and Health Sciences (UND SMHS). RESULTS: The overall survey response rate was 64%. Seventeen percent had moderate to severe depression, and 49% had burnout. Of depressed respondents, 81% were undiagnosed. When asked why depression develops, 23% responded that it was due to an inability to cope. A significantly greater risk of depression was associated with inadequate support from family and friends (p = .002), fellow medical students (p = .01), and the UND SMHS (p = .003). Greater use of approach-oriented coping strategies than avoidant-oriented strategies was associated with significantly decreased risk of burnout (p = .02) and was inversely correlated with depression (rs = -0.27, n = 153, p = .001). CONCLUSIONS: This study outlines associations among approach-oriented coping strategies, social support, and resiliency to mental health issues among medical students. This study also supports the existing literature that stigma regarding mental health issues is present in the medical community. Further multi-institutional, longitudinal research to delineate whether interventions that promote approach coping style and utilization of social support lead to decreased rates of mental health issues is necessary. The development of these interventions will need to be a multifaceted approach that includes promotion of care-taking behaviors but also focuses on institutional cultural change in order to empower students to participate in these resiliency strategies.

Burnout among physical therapist assistant program directors: a nationwide survey and analysis.

PURPOSE: The purpose of this study was to assess burnout in directors of physical therapist assistant (PTA) programs and to analyze the relationship between individual and institutional variables and burnout. METHODS: Surveys were completed by 120 directors from accredited PTA programs. The surveys consisted of demographic information and the Maslach Burnout Inventory-Educators Survey (MBI-ES). The MBI-ES assesses burnout in the areas of emotional exhaustion, depersonalization, and personal accomplishment. RESULTS: PTA program directors showed moderate levels of emotional exhaustion, low levels of depersonalization, and high levels of personal accomplishment. Gender, the number of faculty in a department, and length of academic contract had no correlation with participant burnout levels. Significantly lower levels of emotional exhaustion were found in participants who were in their current position for more than 11 years and those who planned to remain in their current position or within higher education for at least 5 additional years. A significant negative correlation was found between participant age and depersonalization. DISCUSSION: PTA program directors and their institutions should develop strategies to minimize the effects of burnout in younger program directors and those in the early years of their position.

Human collagen injections to reduce rectal dose during radiotherapy.

OBJECTIVES: The continuing search for interventions, which address the incidence and grade of rectal toxicities associated with radiation treatment of prostate cancer, is a major concern. We are reporting an investigational trial using human collagen to increase the distance between the prostate and anterior rectal wall, thereby decreasing the radiation dose to the rectum. METHODS: This is a pilot study evaluating the use of human collagen as a displacing agent for the rectal wall injected before starting a course of intensity-modulated radiotherapy (IMRT) for prostate cancer. Using a transperineal approach, 20 mL of human collagen was injected into the perirectal space in an outpatient setting. Computerized IMRT plans were performed pre- and postcollagen injection, and after a patient completed their radiotherapy, to determine radiation dose reduction to the rectum associated with the collagen injection. Computed tomography scans were performed 6 months and 12 months after completing their radiotherapy to evaluate absorption rate of the collagen. All patients were treated with IMRT to a dose of 75.6 Gy to the prostate. RESULTS: Eleven patients were enrolled into the study. The injection of human collagen in the outpatient setting was well tolerated. The mean separation between the prostate and anterior rectum was 12.7 mm. The mean reduction in dose to the anterior rectal wall was 50%. All men denied any rectal symptoms during the study. CONCLUSIONS: The transperineal injection of human collagen for the purpose of tissue displacement is well tolerated in the outpatient setting. The increased separation between the prostate and rectum resulted in a significant decrease in radiation dose to the rectum while receiving IMRT and was associated with no rectal toxicities.

Felder-Soloman's Index of Learning Styles: internal consistency, temporal stability, and factor structure.

BACKGROUND: Strategies to facilitate learning include using knowledge of students' learning style preferences to inform students and their teachers. PURPOSE: Aims of this study were to evaluate the factor structure, internal consistency, and temporal stability of medical student responses to the Index of Learning Styles (ILS) and determine its appropriateness as an instrument for medical education. METHODS: The ILS assesses preferences on four dimensions: sensing/intuitive information perceiving, visual/verbal information receiving, active/reflective information processing, and sequential/global information understanding. Students entering the 2002-2007 classes completed the ILS; some completed the ILS again after 2 and 4 years. RESULTS: Analyses of responses supported the ILS's intended structure and moderate reliability. Students had moderate preferences for sensing and visual learning. CONCLUSIONS: This study provides evidence supporting the appropriateness of the ILS for assessing learning style preferences in medical students.

Multiple benefits derived from a peer teacher program in two undergraduate microbiology lab courses.

A peer teaching program was implemented to alleviate the problem of a limited number of lab instructors attempting to teach large numbers of students in two different undergraduate microbiology lab courses. The benefit of having peer teachers was immediately obvious to the lab instructors, faculty and staff who were responsible for conducting the labs, but it was soon evident that there were also benefits for everyone else involved in the program. The students enrolled in the labs reported that having peer teachers in the lab enhanced their learning, and they felt comfortable receiving help from a peer teacher who had recently completed the course. The peer teachers discovered that they gained valuable experience and confidence while teaching other students, and they appreciated the chance to gain hands-on experience. The lab instructors received the qualified help they needed in order to give more individual attention to the large numbers of students in the labs. The feedback from this program has been positive from everyone involved.