Maslach Burnout Inventory Manual

Importance Burnout is a self-reported job-related syndrome increasingly recognized as a critical factor affecting physicians and their patients An accurate estimate of burnout prevalence among physicians would have important health policy implications, but the overall prevalence is unknown Objective To characterize the methods used to assess burnout and provide an estimate of the prevalence of physician burnout Data Sources and Study Selection Systematic search of EMBASE, ERIC, MEDLINE/PubMed, psycARTICLES, and psycINFO for studies on the prevalence of burnout in practicing physicians (ie, excluding physicians in training) published before June 1, 2018 Data Extraction and Synthesis Burnout prevalence and study characteristics were extracted independently by 3 investigators Although meta-analytic pooling was planned, variation in study designs and burnout ascertainment methods, as well as statistical heterogeneity, made quantitative pooling inappropriate Therefore, studies were summarized descriptively and assessed qualitatively Main Outcomes and Measures Point or period prevalence of burnout assessed by questionnaire Results Burnout prevalence data were extracted from 182 studies involving 109 628 individuals in 45 countries published between 1991 and 2018 In all, 857% (156/182) of studies used a version of the Maslach Burnout Inventory (MBI) to assess burnout Studies variably reported prevalence estimates of overall burnout or burnout subcomponents: 670% (122/182) on overall burnout, 720% (131/182) on emotional exhaustion, 681% (124/182) on depersonalization, and 632% (115/182) on low personal accomplishment Studies used at least 142 unique definitions for meeting overall burnout or burnout subscale criteria, indicating substantial disagreement in the literature on what constituted burnout Studies variably defined burnout based on predefined cutoff scores or sample quantiles and used markedly different cutoff definitions Among studies using instruments based on the MBI, there were at least 47 distinct definitions of overall burnout prevalence and 29, 26, and 26 definitions of emotional exhaustion, depersonalization, and low personal accomplishment prevalence, respectively Overall burnout prevalence ranged from 0% to 805% Emotional exhaustion, depersonalization, and low personal accomplishment prevalence ranged from 0% to 862%, 0% to 899%, and 0% to 871%, respectively Because of inconsistencies in definitions of and assessment methods for burnout across studies, associations between burnout and sex, age, geography, time, specialty, and depressive symptoms could not be reliably determined Conclusions and Relevance In this systematic review, there was substantial variability in prevalence estimates of burnout among practicing physicians and marked variation in burnout definitions, assessment methods, and study quality These findings preclude definitive conclusions about the prevalence of burnout and highlight the importance of developing a consensus definition of burnout and of standardizing measurement tools to assess the effects of chronic occupational stress on physicians

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Prevalence of Burnout Among Physicians: A Systematic Review

During COVID-19 pandemic, healthcare workers (HCWs) have had high workload and have been exposed to multiple psychosocial stressors. The aim of this study was to evaluate HCWs in terms of the relative contributions of socio-demographic and mental health variables on three burnout dimensions: personal, work-related, and client-related burnout. A cross-sectional study was performed using an online questionnaire spread via social networks. A snowball technique supported by health care institutions and professional organizations was applied. A total of 2008 subjects completed the survey. Gender, parental status, marriage status, and salary reduction were found to be significant factors for personal burnout. Health problems and direct contact with infected people were significantly associated with more susceptibility to high personal and work-related burnout. Frontline working positions were associated with all three dimensions. Higher levels of stress and depression in HCWs were significantly associated with increased levels of all burnout dimensions. Higher levels of satisfaction with life and resilience were significantly associated with lower levels of all burnout dimensions. All three burnout dimensions were associated with a specific set of covariates. Consideration of these three dimensions is important when designing future burnout prevention programs for HCWs.

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Burnout among Portuguese healthcare workers during the COVID-19 pandemic.

Modern wearable devices enable the continuous and unobtrusive monitoring of human physiological parameters, including heart rate and electrodermal activity Through the definition of adequate models these parameters allow to infer the wellbeing, empathy, or engagement of humans in different contexts In this paper, we show that off-the-shelf wearable devices can be used to unobtrusively monitor the emotional engagement of students during lectures We propose the use of several novel features to capture students' momentary engagement and use existing methods to characterize the general arousal of students and their physiological synchrony with the teacher To evaluate our method we collect a data set that -- after data cleaning -- contains data from 24 students, 9 teachers, and 41 lectures Our results show that non-engaged students can be identified with high reliability Using a Support Vector Machine, for instance, we achieve a recall of 81% -- which is a 25 percentage points improvement with respect to a Biased Random classifier Overall, our findings may inform the design of systems that allow students to self-monitor their engagement and act upon the obtained feedback Teachers could profit of information about non-engaged students too to perform self-reflection and to devise and evaluate methods to (re-)engage students

Unobtrusive Assessment of Students' Emotional Engagement during Lectures Using Electrodermal Activity Sensors

The purpose of this study is to contribute to a better understanding of the complexity of conceptualising and measuring learner engagement in Massive Open Online Courses (MOOCs). The paper develops and validates a MOOC engagement scale (MES) to measure learner engagement. The initial questionnaire items of the scale were developed by reviewing existing related literature and validated student engagement constructs. This was followed by a modified scale development process, including two focus group interviews (n = 10), an exploratory survey (n = 12), an expert review (n = 10), a pilot survey (n = 15), an item purification study (n = 590) and a construct validation study (n = 303). The final version of the scale is made up of four dimensions: behavioural engagement, cognitive engagement, emotional engagement and social engagement. The paper concludes with recommendations for how the MES can be used to assess the pattern of engagement in MOOCs and to investigate the relationship between learner engagement and other important MOOC teaching and learning factors.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12810

Learner engagement in MOOCs: Scale development and validation

Student engagement is a key factor in academic achievement and degree completion, though there is much debate about the operationalization and dimensionality of this construct. The goal of this paper is to describe the development of an psycho-educational oriented measure – the University Student Engagement Inventory (USEI). This measure draws on the conceptualization of engagement as a multidimensional construct, including cognitive, behavioural and emotional engagement. Participants were 609 Portuguese University students (67 % female) majoring in Social Sciences, Biological Sciences or Engineering and Exact Sciences. The content, construct and predictive validity, and reliability of the USEI were tested. The validated USEI was composed of 15 items, and supported the tri-factorial structure of student engagement. We documented evidence of adequate reliability, factorial, convergent and discriminant validities. USEI’s concurrent validity, with the Utrecht Work Engagement Scale-Student Survey, and the predictive validity for self-reported academic achievement and intention to dropout from school were also observed.

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University student’s engagement: development of the University Student Engagement Inventory (USEI)

Introducao: O burnout e uma sindrome psicologica, caracterizada por elevada exaustao emocional, elevada despersonalizacao e baixa realizacao profissional, que conduz a erosao dos valores pessoais, profissionais e de saude. Este estudo reporta a prevalencia do burnout em profissionais de saude Portugueses. Material e Metodos: Os niveis de burnout foram estimados pelo Maslach Burnout Inventory - Human Services Survey numa escala ordinal de zero (nunca) a seis (sempre) pontos. A amostra foi constituida por 1 262 enfermeiros e 466 medicos com medias de idade de 36,8 anos (DP = 12,2) e 38,7 (DP = 11,0), respetivamente. Os participantes foram provenientes de todos os distritos nacionais (35% Lisboa; 18% Porto; 6% Aveiro, 6% Setubal, 5% Coimbra; 5% regioes autonomas), com atuacao em meio hospitalar (54%), centros de saude (Unidade de Saude Familiar - 30%; Unidades de Cuidados de Saude Primarios - 8%) e outras instituicoes publicas/privadas (8%). Resultados: A analise dos niveis de burnout revelou que ambas as categorias profissionais apresentaram niveis moderados a elevados de burnout (M = 3,0; DP = 1,7) nao sendo significativas as diferencas entre as duas profissoes. Vila Real (M = 3,8; SD = 1,7) e a Madeira (M = 2,5; DP = 1,5) sao as regioes onde os niveis de burnout sao mais e menos elevados, respetivamente. Os niveis de burnout nao diferiram significativamente entre Hospitais, Unidades de Cuidados de Saude Personalizados e Unidades de Saude Familiares. Os profissionais com maior tempo na funcao sao menos acometidos por burnout (r = -0,15) nao ocorrendo associacao significativa com a duracao da jornada de trabalho (r = 0,04). A ma qualidade das condicoes de trabalho foi o melhor preditor do burnout (r = -0,35). Discussao: A ocorrencia da sindrome de burnout em profissionais de saude portugueses e frequente, estando associada a percepcao de mas condicoes de trabalho e a menor duracao do tempo de servico. A incidencia de burnout apresenta diferencas regionais que podem estar associadas ao aumento do stress imposto pelo exercicio da profissao em condicoes sub-otimas para a prestacao dos cuidados de saude. Os resultados alertam para a necessidade de intervencoes para melhorar as condicoes de trabalho e formacao inicial dos profissionais de saude de forma a garantir a qualidade do servico prestado aos utentes e o bem-estar pessoal destes profissionais. Conclusoes: A nivel nacional, entre 2011 e 2013, 21,6% dos profissionais de saude apresentaram burnout moderado e 47,8% burnout elevado. A percecao de mas condicoes de trabalho foi o principal preditor da ocorrencia de burnout nos profissionais de saude Portugueses.

/pdf/burnout-in-portuguese-healthcare-professionals-an-analysis-14em0uvgh1.pdf

[Burnout in Portuguese Healthcare Professionals: An Analysis at the National Level].

The year 2020, due to the pandemic, was a milestone in the history of digital technology in the education sector, allowing a sustainable education although the world was facing a pandemic crisis without precedents. Therefore, in a few days occur a transformation from traditional classroom teaching to online teaching and consequently forced to use digital learning. Nevertheless, more researches are needed to know how was this experience and if there is the intention to maintain the online format. The main goal of this article is to study how digital learning can be an educational format focused on sustainable education. This paper presents a systematic literature review on digital learning through PRISMA methodology, based on a literature search and field research aimed to analyze the significant predictors related to the digital learning experience on the likelihood of choosing to “keep” the online format in the next academic year. An online survey was conducted with 173 university students. The results obtained showed that the significant predictors were factor 1-”Characteristics of online classes; factor 2-”Support from the School and Professors; factor 3-”Online classes vs. face-to-face classes” and gender. The probability of choosing to keep online classes increases exponentially with the characteristics of online classes, with Support from school and teachers; Online classes vs. Face-to-face classes, and keeping factors 1, 2, and 3 constant the probability if a man chooses the online format compared to a woman is higher. This online format thus acquires central importance in the contemporary sustainability debate. The kind of life, education, and society we will have in the future will depend on the quality, depth, and extent of the learning processes we can create and exercise individually and socially. Education, and educators in particular, who concentrate on the tasks of designing and implementing social teaching and learning models, have a unique responsibility in this process. Although the reduced sample size the present work can provide strategic information for university staff, contributing to designing and implementation a sustainable education.

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Digital Learning Is an Educational Format towards Sustainable Education

This study
evaluated the effect of item inversion on the construct validity and
reliability of psychometric scales and proposed a theoretical framework for the
evaluation of the psychometric properties of data gathered with psychometric
instruments. To this propose, we used the Maslach Burnout Inventory, which is
the most used psychometric inventory to measure burnout in different
professional context (Students, Teachers, Police, Doctors, Nurses, etc…). The
version of the MBI used was the MBI-Student Survey (MBI-SS). This inventory is
composed of three key dimensions: Exhaustion, Cynicism and Professional
Efficacy. The two first dimensions—which have positive formulated items—are
moderate to strong positive correlated, and show moderate to strong negative
correlations with the 3rd dimension—which has negative formulated items. We
tested the hypothesis that, in college students, formulating the 3rd dimension
of burnout as Inefficacy (reverting the
negatively worded items in the Efficacy dimension) improves the
correlation of the 3rd dimension with the other two dimensions, improves its
internal consistency, and the overall MBI-SS’ construct validity and
reliability. Confirmatory factor analysis results, estimated by Maximum
Likelihood, revealed adequate factorial fit for both forms of the MBI-SS (with
Efficacy) vs. the MBI-SSi (with Inefficacy). Also both forms showed adequate
convergent and discriminant related validity. However, reliability and
convergent validity were higher for the MBI-SSi. There were also stronger
(positive) correlations between the 3 factors in MBI-SSi than the ones observed
in MBI-SS. Results show that positively rewording of the 3rd dimension of the
MBI-SS improves its validity and reliability. We therefore propose that the 3rd
dimension of the MBI-SS should be named Professional Inefficacy and its items
should be positively worded.

/pdf/student-s-academic-efficacy-or-inefficacy-an-example-on-how-2m54tsgel0.pdf

Student’s Academic Efficacy or Inefficacy? An Example on How to Evaluate the Psychometric Properties of a Measuring Instrument and Evaluate the Effects of Item Wording

Ana Lúcia Marôco

Papers

University student’s engagement: development of the University Student Engagement Inventory (USEI)

[Burnout in Portuguese Healthcare Professionals: An Analysis at the National Level].

Digital Learning Is an Educational Format towards Sustainable Education

Student’s Academic Efficacy or Inefficacy? An Example on How to Evaluate the Psychometric Properties of a Measuring Instrument and Evaluate the Effects of Item Wording

Burnout em Profissionais da Saúde Portugueses: Uma Análise a Nível Nacional.