Relación entre el bienestar y el rendimiento académico en alumnos de primer año de medicina

• Paula Gómez H ^[1] ; Cristhian Pérez V ^[2] ; Paula Parra P ^[2] ; Liliana Ortiz M ^[2] ; Olga Matus B ^[2] ; Peter McColl C ^[3] ; Graciela Torres A ^[4] ; Andrea Meyer K ^[5]
  1. [1] Universidad del Desarrollo

     Universidad del Desarrollo

     Santiago, Chile

     
  2. [2] Universidad de Concepción

     Universidad de Concepción

     Comuna de Concepción, Chile

     
  3. [3] Universidad Andrés Bello

     Universidad Andrés Bello

     Santiago, Chile

     
  4. [4] Universidad San Sebastián

     Universidad San Sebastián

     Comuna de Concepción, Chile

     
  5. [5] Universidad Católica de la Santísima Concepción

     Universidad Católica de la Santísima Concepción

     Comuna de Concepción, Chile

     

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• Localización: Revista Médica de Chile, ISSN-e 0034-9887, Vol. 143, Nº. 7, 2015, págs. 930-937
• Idioma: español
• Títulos paralelos:
  • Academic achievement, engagement and burnout among first year medical students
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• Resumen

  • Background: Stress may affect the sense of wellbeing and academic achievement of university students. Aim: To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. Material and Methods: The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Results: Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Conclusions: Academic achievement is associated with the level of engagement with studies but not with burnout.