Navigating Academic Burnout: Insights from Health Information Technology Students at Shiraz University of Medical Sciences in 2023

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.

3 Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran. 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

6 Department of Medical Education, Clinical Education Research Center, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.

7 Department of Nursing, Abadeh School of Nursing, Shiraz University of Medical Sciences, Shiraz, Iran

10.30476/jhmi.2025.105592.1265

Abstract

Introduction:
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 M edical 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± Furthermore, academic burnout scores for students enrolled from 2019 to 2021
were higher than those of stu dents who enrolled in 2022. The average academic burnout score
across all students was 60.17±10.76, indicating a moderate level of burnout. 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.

Highlights

Maryam Mofarahi (Google Scholar)

Milad Ahmadi Marzaleh (Google Scholar)

Keywords

Main Subjects

References

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Health Management & Information Science
Volume 12, Issue 3
July 2025
Pages 149-158

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