Training satisfaction, competency gaps and well-being in gastroenterology residency in Spain: results of a national SEPD survey

To explore the training experience, competency needs and professional wellbeing of Gastroenterology trainees in Spain, with a particular focus on factors associated with burnout. We conducted a cross-sectional study using an anonymous online survey distributed to residents (R1–R4) and young specialists (≤ 5 years after completing the training program). The survey collected information on training satisfaction, perceived competency gaps, working conditions, and burnout. Responses were collected using 5-point Likert scales. Descriptive analyses, subgroup comparisons and logistic regression models were used to identify factors associated with burnout. A total of 241 responses were obtained (60.6% women; mean age 30.2 ± 3.6 years). Nearly all participants trained in university hospitals (97.5%) and most in tertiary centres (82.6%). Overall satisfaction with the training program was 3.99 ± 0.71/5, with practical training rated more favourably (4.25 ± 0.71) than theoretical training (3.30 ± 0.98). The main areas identified as needing reinforcement were clinical nutrition (26.0%), digestive ultrasonography (25.2%) and endoscopy (23.3%). Burnout was reported by 63.5% of respondents. Lack of adequate rest was strongly associated with higher burnout risk, while satisfaction with working conditions showed a protective effect, an association that remained significant in multivariate analysis. Additionally, 89.5% believed that an additional year would improve their preparation, and 97.1% considered that a five-year program would be sufficient to acquire the necessary competencies. While practical training is highly valued, gaps persist in theoretical education and key technical areas. Burnout is common and closely linked to insufficient rest and dissatisfaction with working conditions. The strong support for extending residency to five years suggests that this measure may not only enhance training quality but also promote wellbeing and a more balanced acquisition of competencies.