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Aim / Purpose: This study aimed to investigate whether medical professionalism, social and emotional support have a protective role in students at risk of burnout. Description of empirical methods and/or theoretical perspective: A cross-sectional study was performed in the School of Medicine of the University of Zagreb on students enrolled in the English-language medical program, which includes international students. The general version of the Maslach Burnout Inventory (MBI-GS) was used as a dependent variable, while Jefferson Scales of empathy, teamwork, and physician lifelong learning and the Social and Emotional Loneliness Scale for Adults were used as predictive variables. In addition, information related to sex, country of birth, native language, age, academic achievement, and living situation were collected in a socio- demographic form. Linear regression models were applied to identify predictors of burnout. Results, outcomes and implication: In a sample of 188 medical students (38 Croatians and 144 foreigners from 28 countries), 18% of the global score in the MBI-GS was explained by lifelong learning and family loneliness. A separate analysis for each of the three domains of the MBI-GS allowed the creation of the following models. The first model explained 19% of the variance of the “exhaustion” domain by “country of birth”, “living with parents”, “academic year”, and “cynicism”. The second model explained 24% of the variance of the “cynicism” domain by “academic year”, “empathy”, “lifelong learning”, and “exhaustion”. Finally, the third model explained 24% of the variance of the “professional efficacy” domain by “lifelong learning”, “family loneliness”, and “cynicism”. All obtained models presented an effect size between medium and large, and matched the required conditions for statistical inference. Conclusions: These findings provided insight into the international students’ stress due to separation from their family support. They confirmed the important protective role of family support for medical students as well as defining empathy and lifelong learning, two specific elements of medical professionalism, as protective factors in preventing burnout in international students. In order to minimize and prevent students’ burnout as well as ensure adequate professional development during their academic period, interventions could be implemented during studies focusing on fostering |
