ArticleThe Journal of chiropractic education2026
Prevalence of burnout among chiropractic educators in Malaysia.
Article in The Journal of chiropractic education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Objective: Burnout among educators, particularly in high-stress environments like chiropractic education, is a significant issue with implications for both educators' well-being and educational outcomes. This study examines the prevalence and levels of burnout among chiropractic educators at a Malaysian institution, using dual classification methods to compare prevalence estimates. Methods: A quantitative, descriptive, cross-sectional study was conducted with 15 chiropractic educators. Burnout was assessed using the Maslach Burnout Inventory-Educators Survey (MBI-ES), encompassing 3 subscales: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). Burnout profiles were classified using the 2016 and 2018 MBI manuals. Data were analyzed with descriptive statistics, Pearson correlation, t tests, regression, and Fisher exact test. Results: Using the 2016 classification method, most respondents exhibited moderate levels of emotional exhaustion (73.3%) and depersonalization (73.3%), while most reported low levels of personal accomplishment (86.67%). In contrast, the 2018 classification method identified 33.3% of respondents as Engaged and 13.3% as experiencing Burnout. Multiple regression revealed moderate but nonsignificant associations between age, sex, and EE and DP scores. Fisher exact test found no significant associations between sex and burnout profiles or subscale categories. Overall, burnout prevalence was 0% based on the 2016 criteria and 13.3% using the 2018 method. Conclusion: This study underscores variability in burnout prevalence depending on classification method. While burnout affects a portion of chiropractic educators, findings highlight the importance of tailored interventions to address specific dimensions of burnout and promote well-being. Institutions should consider adopting flexible frameworks to capture burnout's complexities and mitigate its effects on academic environments.
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