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Medical Student Burnout: A Social Cognitive Learning Perspective on Medical Student Mental Health and Wellness

Medical Student Burnout: A Social Cognitive Learning Perspective on Medical Student Mental Health and Wellness

Robert Lubin, Michael D. Hamlin
Copyright: © 2018 |Pages: 30
ISBN13: 9781522528111|ISBN10: 1522528113|EISBN13: 9781522528128
DOI: 10.4018/978-1-5225-2811-1.ch004
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MLA

Lubin, Robert, and Michael D. Hamlin. "Medical Student Burnout: A Social Cognitive Learning Perspective on Medical Student Mental Health and Wellness." Exploring the Pressures of Medical Education From a Mental Health and Wellness Perspective, edited by Christina Ramirez Smith, IGI Global, 2018, pp. 92-121. https://doi.org/10.4018/978-1-5225-2811-1.ch004

APA

Lubin, R. & Hamlin, M. D. (2018). Medical Student Burnout: A Social Cognitive Learning Perspective on Medical Student Mental Health and Wellness. In C. Smith (Ed.), Exploring the Pressures of Medical Education From a Mental Health and Wellness Perspective (pp. 92-121). IGI Global. https://doi.org/10.4018/978-1-5225-2811-1.ch004

Chicago

Lubin, Robert, and Michael D. Hamlin. "Medical Student Burnout: A Social Cognitive Learning Perspective on Medical Student Mental Health and Wellness." In Exploring the Pressures of Medical Education From a Mental Health and Wellness Perspective, edited by Christina Ramirez Smith, 92-121. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2811-1.ch004

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Abstract

Medical students' mental health is a topic of great interest as it has implications not only for medical students but also for the patients of these future doctors. Medical students face many academic pressures and burnout is one possible consequence of these stressors with some studies suggesting that burnout affects up to 50% of medical students. Our own study of American students in a medical programme located outside of the U.S. showed that student perceptions of the medical learning environment were linked with burnout suggesting that reducing burnout requires a pedagogical approach that addresses academically related stress factors. This chapter contends that one institutional strategy to prevent problems such as burnout is to adopt a theory-based approach to instructional design that addresses the causes of medical student stress and burnout from the instructional side.

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