Burnout syndrome is an occupational condition resulting from chronic work-related stressors and it tends to be higher in medical professionals. This study aims to assess burnout among trainee doctors within a nationally accredited postgraduate medical education (PGME) system and identify self-reported contributing factors. This cross-sectional study utilized data from the annual Trainees Survey conducted by the National Institute for Health Specialties (NIHS), the national accrediting body responsible for postgraduate medical education (PGME). The survey, which included the Oldenburg Burnout Inventory (OLBI) to assess emotional exhaustion and disengagement, was disseminated to all doctors enrolled in accredited training programs between March and October 2023. Out of 1618 residents and interns invited, 653 (40.4%) completed the OLBI. There were 473 females (72.4%), 201 Emirati (30.8%) trainees with 212 interns (37.8%) and 440 residents (61.1%). The most common specialties were Pediatrics (103 trainees; 15.8%), Internal Medicine (71 trainees; 10.9%) and Family Medicine (71 trainees; 10.3%). Using validated OLBI cut-off scores, burnout syndrome was identified (with either emotional exhaustion or disengagement) in 136 trainees (20.8%). On the disengagement scale, 79 trainees (12.1%) reported feeling disengaged at work, indicating a cynicism profile. On the exhaustion scale, 113 trainees (17.3%) reported feeling exhausted from work duties, indicating an overextended profile. Burnout in both dimensions, representing a severe burnout profile, was identified in 56 participants (8.6%). High burnout levels were particularly noted in Internal Medicine, Family Medicine, General Surgery, and among medical interns. Multivariate analysis identified duty hour violations (adjusted OR 1.42) and lower satisfaction with supervision and teaching (adjusted OR 0.31) as significant predictors of burnout. Burnout affects approximately one-fifth of trainee doctors in this nationally accredited system, with duty hour violations and inadequate supervision emerging as modifiable risk factors. These findings support targeted interventions focusing on workload regulation and enhanced faculty engagement to improve trainee well-being.
Althaibani et al. (Tue,) studied this question.