A Tale of Two Curriculums: The Implications of Curriculum Design on Student Burnout. Issue 3 (20th September 2022)

• Record Type: Journal Article
• Authors: Sivahop, Jacqueline; Broadfoot, Kirsten; Bowser, Jonathan
• Is Part Of: Journal of physician assistant education. Volume 33:Issue 3(2022)
• Page Start: 248
• Page End: 252
• Publication Date: 2022-09-20
• Subjects: Physicians' assistants -- Education -- United States -- Periodicals; Physician Assistants -- education -- Periodicals; 610.7372092
• DOI: 10.1097/JPA.0000000000000446
• Languages: English
• ISSNs: 1941-9430

Abstract

Abstract : Introduction: The purpose of this study was to determine whether a difference exists in the 3 subconstructs of burnout between 2 cohorts of physician assistant (PA) students in different curricula, and the impact of 4 modifiable curricular factors on student experiences of burnout. Methods: Using a mixed-methods study design, 86 students completed the Maslach Burnout Inventory–General Survey for Students (MBI-GSS) 8 months postmatriculation. Focus group interviews expanded on the quantitative results and effects of the 4 modifiable factors. Results: No significant statistical difference was found in the emotional exhaustion ( p = 0.35), cynicism ( p = 0.29), or professional efficacy ( p = 0.23) scores between the 2 cohorts of PA students. Students did not describe the exact dimensions of burnout; however, qualitative data provided 5 emergent codes based on their experiences. Discussion: Despite curricular modifications to address student burnout in the Colorado Curriculum, a statistical difference in burnout scores was not found between the 2 student cohorts. Qualitative findings suggest that PA education programs should examine external factors and student-lived experiences that contribute to burnout in addition to curricular components.