Document Type : Original Article
Authors
1
Student Research Committee, Iran University of Medical Sciences, Tehran, Iran.
2
Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran.
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2. Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran. 3. Student Research Committee, Department of Biology and Control of Disease Vectors, School of Health, Shiraz University of Medical Sciences, Shiraz, Iran.
4
PhD Candidate in Epidemiology, School of Population and Public Health, University of British Columbia, Vancouver, British Columbia, Canada.
5
Assistant Professor, Department of Health in Disasters and Emergencies, Shiraz University of Medical Sciences, Shiraz, Iran
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Department of Medical Education, Clinical Education Research Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
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7. Department of Nursing, Abadeh School of Nursing, Shiraz University of Medical Sciences, Shiraz, Iran
10.30476/jhmi.2025.105592.1265
Abstract
Background: Academic burnout impacts students' mental health, academic achievement, and involvement in education. This research aimed to evaluate academic burnout among health information technology students and identify its associated factors. The results could guide interventions to decrease burnout and enhance students’ well-being.
Methods: In this cross-sectional study conducted in 2023, students studying health information technology at Shiraz University of Medical Sciences were invited to fill out a 22-item questionnaire (6 demographic items and 15-item Maslach et al.'s academic burnout questionnaire). Data were collected through a census method and analyzed via SPSS software (version 26). Bivariate analyses were conducted using the Kruskal-Wallis and Mann-Whitney U tests, with a significance level set at a P-value below 0.05.
Results: In total, 99 health information technology students with a mean age of 22.28 ± 4.4 years participated in this study. BSc students had the highest total academic burnout score (61.34 ± 11.22), significantly exceeding those of MSc (53.50 ± 3.17) and PhD students (52.20 ± 2.04). Furthermore, academic burnout scores for students enrolled from 2019 to 2021 were higher than those of students who enrolled in 2022. The average academic burnout score across all students was 60.17±10.76. Furthermore, age, marital status, residence in the university location, educational level, and the year of enrollment were significantly associated with the total mean score of academic burnout.
Conclusion: Given the moderate level of academic burnout among health information technology students, policymakers are recommended to implement immediate interventions to create a supportive educational environment for them.
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