Study demands, study resources, and academic burnout among clinical clerks

Background

Medical students often face high study demands during the clinical stage of their study, which is associated with higher levels of academic burnout. This adverse association might be mitigated by study resources, aligning with the buffering effect proposed by Study Demands-Resources (SD-R) theories. However, this potential buffering effect has not been examined among medical students in the clinical stage, referred to as clinical clerks.

Purpose This study investigated whether study resources mitigate the association between study demands and academic burnout among clinical clerks.

Method

In this cross-sectional survey study, 120 clinical clerks from all eight Dutch medical schools (70% female, Mage = 24 years) completed questionnaires assessing study demands, study resources, and academic burnout. The data were analyzed using correlation and moderation analyses. Results Higher study demands and lower study resources were significantly associated with higher academic burnout.

Additionally, study resources mitigated the association between study demands and academic burnout; however, this adverse association remained significant even when study resources were high. Conclusion Higher study demands were associated with increased academic burnout among clinical clerks, whereas higher study resources buffered this association, aligning with SD-R theories. Strengthening study resources may reduce academic burnout among clinical clerks exposed to high study demands during clinical clerkships.