ArticleMedical science educator2022
The Relationship Between Anatomical Self-efficacy and Feelings of Burnout in First-year Medical Students.
Article in Medical science educator, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Identifying Core and Bridge Nodes of Psychological Capital and Social-Emotional Competence Among Medical Students: A Network Analysis Study.Psychology research and behavior management · 2026Article
- Academic stress among radiography students: Examining the impact of GPA and class level on student well-being and performance.Journal of education and health promotion · 2026Article
- Academic burnout and its association with psychological factors among medical students in Guangxi, China.Journal of education and health promotion · 2025Article
- A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School.Advances in medical education and practice · 2023Article
- Effectiveness of Undergraduate Teaching Assistants Model in Medical Innovation Education in China.Journal of medical education and curricular developmentArticle
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Authors and funding
2 authors.
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Abstract
Feelings of burnout in professional students have been associated with additional psychological morbidities and decreased academic achievement. Due to the large volume of content that medical students need to learn during gross anatomy courses, it is possible that anatomical self-efficacy may be a contributing factor to feelings of burnout. Anatomical self-efficacy is defined as a student's judgment of their ability to execute tasks related to learning anatomy and perform course activities (e.g., dissection). First-year medical students were invited to provide basic demographic information at the beginning of the semester and to complete the Oldenburg Burnout Inventory-student version (OLBI-SS) and the Anatomical Self-Efficacy Instrument (ASEI); at the beginning, middle, and end of the semester, they were enrolled in gross anatomy. Typical descriptive statistics for the demographic information were conducted, as well as, correlational analyses assessing if the information had a relationship with either anatomical self-efficacy or burnout. Female students were more burnt out than male students. Repeated measures ANOVA revealed that students' feelings of burnout significantly increased from the beginning of the semester to the midpoint and the end of the semester (
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