Cited by 643Healthcare professionals’ stress and burnoutStress and Burnout ResearchOccupational Health and Burnout

Burnout During Residency Training: A Literature Review

Open access
IsHak, Waguih William, Lederer, Sara, Mandili, Carla, Nikravesh, Rose, Seligman, Laurie, Vasa, Monisha, Ogunyemi, Dotun, Bernstein, Carol A.·2009·Journal of Graduate Medical Education

Abstract

Objective: Burnout is a state of mental and physical exhaustion related to work or care giving activities. Burnout during residency training has gained significant attention secondary to concerns regarding job performance and patient care. This article reviews the relevant literature on burnout in order to provide information to educators about its prevalence, features, impact, and potential interventions. Methods: Studies were identified through a Medline and PsychInfo search from 1974 to 2009. Fifty-one studies were identified. Definition and description of burnout and measurement methods are presented followed by a thorough review of the studies. Results: An examination of the burnout literature reveals that it is prevalent in medical students (28%–45%), residents (27%–75%, depending on specialty), as well as practicing physicians. Psychological distress and physical symptoms can impact work performance and patient safety. Distress during medical school can lead to burnout, which in turn can result in negative consequences as a working physician. Burnout also poses significant challenges during early training years in residency. Time demands, lack of control, work planning, work organization, inherently difficult job situations, and interpersonal relationships, are considered factors contributing to residents' burnout. Potential interventions include workplace-driven and individual-driven measures. Workplace interventions include education about burnout, workload modifications, increasing the diversity of work duties, stress management training, mentoring, emotional intelligence training, and wellness workshops. Individual-driven behavioral, social, and physical activities include promoting interpersonal professional relations, meditation, counseling, and exercise. Conclusions: Educators need to develop an active awareness of burnout and ought to consider incorporating relevant instruction and interventions during the process of training resident physicians.

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Crossref · 10.4300/jgme-d-09-00054.1

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Authors
IsHak, W. W., Lederer, S., Mandili, C., Nikravesh, R., Seligman, L., Vasa, M., Ogunyemi, D., & Bernstein, C. A.
Affiliations
University of Southern California (US)
Venue
Journal of Graduate Medical Education
Published
2009-12
Volume
1
Issue
2
Pages
236-242
ISSN
  • 1949-8349 (ISSN-L)
  • 1949-8357
OpenAlex
W2102806183
Cited by
643
References
10
Citations by year
2026: 33 · 2025: 29 · 2024: 53 · 2023: 51 · 2022: 62 · 2021: 77 · 2020: 73 · 2019: 69 · 2018: 53 · 2017: 56 · 2016: 44 · 2015: 14 · 2014: 12 · 2013: 11 · 2012: 4
FWCI
3.63
Type
journal article
Language
en
Open access
Locations
  • Journal of Graduate Medical Education (publishedVersion)
  • PubMed Central (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
Keywords
burnout, medical residents, residency training, physician well-being, psychological distress, workload, stress management training, mentoring, emotional intelligence, burnout intervention, burnout prevalence, patient safety, employee performance

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