The survey was completed by 273 out of 1,264 (21.6%) UICOM students. Response rates by student demographics are shown in Table 1.
Table 1
Student demographics, n = 273
| Variable | n | % of respondents |
Campus |
| Chicago | 125 | 15.8 |
| Rockford | 86 | 38.6 |
| Peoria | 62 | 25.3 |
Year of Enrollment |
| M1 | 88 | 26.5 |
| M2 | 54 | 16.3 |
| M3 | 79 | 25.2 |
| M4 | 52 | 18.2 |
Time Off Before Matriculation (in years) |
| 0 | 112 | 41.0 |
| 1 | 77 | 28.2 |
| 2 | 42 | 15.4 |
| 3 | 17 | 6.2 |
| 4 | 11 | 4.0 |
| 5 | 7 | 2.6 |
| ≥ 6 | 7 | 2.6 |
Gender |
| Male | 112 | 40.9 |
| Female | 158 | 57.7 |
| No Response | 3 | 1.1 |
Age Group (in years) |
| 21–23 | 57 | 20.9 |
| 24–26 | 144 | 52.7 |
| 27–29 | 51 | 18.7 |
| 30–32 | 13 | 4.8 |
| 33–35 | 3 | 1.1 |
| ≥ 36 | 3 | 1.1 |
Educational Debt (USD) |
| $0 | 43 | 15.7 |
| $1 - $100,000 | 89 | 32.5 |
| $100,000 - $200,000 | 68 | 24.8 |
| $200,000 - $300,000 | 47 | 17.2 |
| $300,000 - $400,000 | 16 | 5.8 |
| $400,000 - $500,000 | 6 | 2.2 |
| ≥ $500,000 | 1 | 0.4 |
| TOTAL | 273 | 21.5 |
A total of 107 (39.2%) students reported self-perceived burnout. Internal reliability (Cronbach’s alpha) coefficients of the MBI-SS subscales were 0.834 for EE, 0.769 for AE, and 0.858 for CY. Minimum acceptable value for reliability coefficient was 0.5 with values greater than 0.75 being preferable (16). Statistical significance (P-value < 0.003) was identified between self-perceived burnout and non-burnout students in all MBI-SS items, in addition to the three subscales. Mean ± SD for all MBI-SS items and subscale scores with reliability coefficients are listed in Table 2.
Table 2
Descriptive statistics of MBI-SS with internal consistency, n = 273
| Burnout | Non-Burnout | P-Valuea | Cronbach’s Alphab |
Emotional Exhaustion | 23.23 ± 4.74 | 14.96 ± 5.71 | 0.001 | 0.834 |
ITEM 1 | 4.59 ± 1.09 | 2.69 ± 1.40 | 0.001 | 0.687 |
ITEM 2 | 5.0 ± 1.12 | 3.62 ± 1.56 | 0.001 | 0.690 |
ITEM 3 | 4.91 ± 1.27 | 3.60 ± 1.59 | 0.001 | 0.687 |
ITEM 4 | 4.11 ± 1.36 | 2.57 ± 1.33 | 0.001 | 0.686 |
ITEM 5 | 4.64 ± 1.13 | 2.49 ± 1.42 | 0.001 | 0.682 |
Academic Efficacy | 24.81 ± 5.35 | 28.74 ± 3.21 | 0.001 | 0.769 |
ITEM 1 | 4.58 ± 1.29 | 5.18 ± 0.97 | 0.001 | 0.723 |
ITEM 2 | 3.66 ± 1.52 | 4.25 ± 1.37 | 0.002 | 0.725 |
ITEM 3 | 4.10 ± 1.55 | 4.82 ± 1.16 | 0.001 | 0.722 |
ITEM 4 | 4.13 ± 1.51 | 4.91 ± 1.18 | 0.001 | 0.730 |
ITEM 5 | 4.77 ± 1.14 | 5.17 ± 0.88 | 0.003 | 0.724 |
ITEM 6 | 3.65 ± 1.25 | 4.47 ± 1.21 | 0.001 | 0.725 |
Cynicism | 14.44 ± 5.59 | 7.59 ± 5.16 | 0.001 | 0.858 |
ITEM 1 | 3.86 ± 1.77 | 1.75 ± 1.47 | 0.001 | 0.681 |
ITEM 2 | 4.22 ± 1.61 | 2.34 ± 1.53 | 0.001 | 0.679 |
ITEM 3 | 3.81 ± 1.67 | 2.03 ± 1.70 | 0.001 | 0.680 |
ITEM 4 | 2.54 ± 1.81 | 1.51 ± 1.48 | 0.001 | 0.725 |
Results of MBI-SS factor analysis are summarized in Table 3. Item loadings were comparable to prior publications using the 15-item MBI-SS and all items were significant (13,18,19). Items 1–5 were considered as EE and loaded negatively with AE and positively with CY. Items 6–11 were considered AE and loaded negatively with both EE and CY. Items 12–15 were considered CY and loaded positively with EE and negatively with AE. Correlations between the MBI-SS subscales were similar to prior publications and are shown in Table 4. The subscale AE was negatively correlated with the EE and CY subscales while the EE and CY subscales were positively correlated.
Table 3
MBI-SS factor analysis loadings, n = 273
| Emotional Exhaustion | Academic Efficacy | Cynicism |
Emotional Exhaustion |
ITEM 1 | 0.839 | -0.377 | 0.650 |
ITEM 2 | 0.819 | -0.341 | 0.560 |
ITEM 3 | 0.828 | -0.309 | 0.606 |
ITEM 4 | 0.814 | -0.349 | 0.705 |
ITEM 5 | 0.881 | -0.379 | 0.701 |
Academic Efficacy |
ITEM 6 | -0.234 | 0.627 | -0.285 |
ITEM 7 | -0.258 | 0.703 | -0.318 |
ITEM 8 | -0.236 | 0.698 | -0.239 |
ITEM 9 | -0.398 | 0.693 | -0.402 |
ITEM 10 | -0.281 | 0.639 | -0.389 |
ITEM 11 | -0.340 | 0.790 | -0.358 |
Cynicism |
ITEM 12 | 0.739 | -0.465 | 0.861 |
ITEM 13 | 0.764 | -0.474 | 0.903 |
ITEM 14 | 0.647 | -0.366 | 0.879 |
ITEM 15 | 0.478 | -0.313 | 0.776 |
Table 4
MBI-SS subscale correlations, n = 273
| Emotional Exhaustion | Academic Efficacy |
Academic Efficacy | -0.421 | |
Cynicism | 0.770 | -0.486 |
MBI-SS subscale scores were calculated for student demographics, effect of burnout on desired specialty, and awareness of wellness initiatives (Table 5). High EE, CY, and AE subscale scores were assessed to determine the percent of student demographics affected by high levels of burnout, using one SD above the mean for EE and CY and one SD below the mean for AE as indicators of severe burnout. Significance was identified for self-perceived burnout between years of enrollment (P-value = 0.005) gender (P-value = 0.001), and effect of desired specialty (P-value = 0.001). No significance was noted for self-perceived burnout between campus (P-value = 0.177), ethnicity (P-value = 0.062), having children (P-value = 0.050), being religious/spiritual (P-value = 0.162), and awareness of wellness initiatives (P-value = 0.362).
Table 5
MBI-SS subscale scores and association between self-reported burnout, n = 273
| Emotional Exhaustion | Cynicism | Academic Efficacy | | |
| Mean ± SD | High EE score n (%)a | Mean ± SD | High CY score n (%)a | Mean ± SD | High AE score n (%)a | Burnout n (%) | χ2-statisticb (P-valuec) |
All responses (n = 273) | 18.3 ± 6.67 | 23 (8.4) | 10.41 ± 6.29 | 23 (8.4) | 27.11 ± 5.34 | 27 (9.9) | 107 (39.2) | |
Campus |
Chicago (n = 125) | 18.56 ± 7.12 | 13 (10.4) | 10.86 ± 6.11 | 16 (12.8) | 27.4 ± 5.4 | 13 (10.4) | 56 (44.8) | 3.46 (0.177) |
Peoria (n = 59) | 17.55 ± 6.45 | 3 (5.1) | 9.26 ± 5.84 | 1 (1.7) | 26.66 ± 6.86 | 8 (13.6) | 33 (38.8) |
Rockford (n = 85) | 18.48 ± 6.19 | 7 (8.2) | 10.67 ± 5.78 | 6 (7.1) | 27.03 ± 5.45 | 6 (7.1) | 18 (30.5) |
Year of enrollment |
M1 (n = 88) | 17.39 ± 6.44 | 4 (4.6) | 8.67 ± 6.07 | 7 (8) | 27.77 ± 4.68 | 6 (6.8) | 26 (29.5) | 12.66 (0.005) |
M2 (n = 51) | 19.3 ± 6.86 | 4 (7.8) | 10.91 ± 5.9 | 2 (3.9) | 25.65 ± 6.1 | 10 (19.6) | 23 (45.1) |
M3 (n = 78) | 20.1 ± 6.04 | 9 (11.5) | 12.46 ± 6.40 | 10 (12.8) | 26.68 ± 5.24 | 7 (9) | 42 (53.8) |
M4 (n = 52) | 16.13 ± 7.08 | 6 (11.6) | 9.85 ± 5.89 | 4 (7.7) | 28.17 ± 5.47 | 4 (7.7) | 16 (30.8) |
Gender |
Male (n = 110) | 17.22 ± 6.63 | 6 (5.5) | 9.81 ± 6.16 | 7 (6.4) | 27.63 ± 5.24 | 8 (7.3) | 30 (27.3) | 11.69 (0.001) |
Female (n = 156) | 19.07 ± 6.68 | 17 (10.9) | 10.8 ± 6.3 | 15 (9.6) | 26.7 ± 5.46 | 19 (12.2) | 75 (48.1) |
Ethnicity |
Asian (n = 59) | 18.86 ± 7.14 | 6 (15.4) | 11.02 ± 6.67 | 6 (15.4) | 25.76 ± 5.73 | 10 (25.6) | 27 (45.8) | 8.97 (0.062) |
Black/AA (n = 12) | 16.75 ± 8.79 | 2 (5.1) | 10.17 ± 8.5 | 3 (7.7) | 27.92 ± 4.68 | 1 (2.6) | 5 (41.7) |
Hispanic/Mexican (n = 22) | 18 ± 6 | 1 (2.6) | 11.45 ± 4.62 | 1 (2.6) | 27.27 ± 5.4 | 1 (2.6) | 7 (31.8) |
White (n = 166) | 18.13 ± 6.55 | 13 (33.3) | 10.06 ± 6.2 | 13 (33.3) | 27.7 ± 5.05 | 12 (30.8) | 58 (34.9) |
Other (n = 14) | 19.79 ± 5.62 | 1 (2.6) | 11 ± 5.62 | 0 (0) | 24.93 ± 6.63 | 3 (7.7) | 10 (71.4) |
Children |
Yes (n = 10) | 14.54 ± 5.8 | 0 (0) | 7.91 ± 5.56 | 1 (10) | 27.91 ± 3.88 | 0 (0) | 1 (10) | 3.84 (0.050) |
No (n = 259) | 18.46 ± 6.68 | 23 (8.9) | 10.54 ± 6.27 | 22 (8.5) | 27.08 ± 5.4 | 27 (10.4) | 106 (40.9) |
Religion/Spiritual |
Yes (n = 122) | 17.96 ± 6.88 | 13 (10.7) | 10.29 ± 6.2 | 11 (9) | 27.3 ± 5.74 | 14 (11.5) | 44 (36.1) | 1.96 (0.162) |
No (n = 69) | 18.67 ± 5.76 | 5 (7.2) | 10.74 ± 5.9 | 6 (8.7) | 26.93 ± 4.82 | 5 (7.25) | 32 (46.4) |
Effect of desired specialty | |
Yes (n = 84) | 22.38 ± 5.75 | 19 (22.6) | 13.94 ± 5.55 | 0 (0) | 25.07 ± 5.75 | 14 (16.7) | 60 (71.4) | 50.63 (0.001) |
No (n = 184) | 16.4 ± 6.24 | 4 (2.2) | 8.76 ± 5.9 | 7 (3.8) | 28.08 ± 4.91 | 13 (7.1) | 47 (25.5) |
Awareness of wellness initiatives |
Yes (n = 229) | 18.23 ± 0.32 | 20 (8.7) | 10.11 ± 0.31 | 0 (0) | 27.21 ± 0.35 | 24 (10.5) | 88 (38.4) | 0.83 (0.362) |
No (n = 39) | 18.44 ± 6.74 | 3 (7.7) | 12 ± 7.4 | 9 (23.1) | 26.79 ± 5.02 | 3 (7.7) | 18 (46.2) |
Multiple regression analysis of the two- and three-dimensional MBI-SS models are shown in Table 6. The independent variables (Model 1), out-of-phase (P-value = 0.002) in the curriculum, gender (P-value = 0.035), the effectiveness of wellness initiatives (P-value = 0.006), and the SMMS toolkit (P-value = 0.001), were significantly associated with the two-dimensional MBI-SS model. Being out-of-phase (B = -13.3) in the curriculum, rating the wellness initiatives as effective (B = -2.8), and high ratings of the SMMS toolkit (B = -0.5) were negatively associated with two-dimensional MBI-SS model. Gender (B = 3.7), specifically being female, was positively associated with two-dimensional MBI-SS model. The independent variables (Model 2), out-of-phase (P-value = 0.001) in the curriculum, the effectiveness of wellness initiatives (P-value = 0.048), and the SMMS toolkit (P-value = 0.001), were significantly associated with the three-dimensional MBI-SS model. All variables, being out-of-phase (B = -11.7) in the curriculum, rating the wellness initiatives as effective (B = -1.9), and high ratings of the SMMS toolkit (B = -0.3) were negatively associated with three-dimensional MBI-SS model.
Table 6
Regression analysis of MBI-SS two- and three-dimensional models for continuous variables, n = 273
| Two-Dimensional | Three-Dimensional |
| Unstandardized beta coefficient | t | P-value | Unstandardized beta coefficient | t | P-value |
Year of enrollment | -1.107 | -1.007 | 0.316 | -0.234 | -0.246 | 0.806 |
Campus | 0.507 | 0.446 | 0.656 | -0.569 | -0.58 | 0.563 |
Out-of-Phase | -13.308 | -3.184 | 0.002 | -11.676 | -3.235 | 0.001 |
Time off before matriculation | 2.896 | 1.371 | 0.172 | 1.103 | 0.605 | 0.546 |
Gender | 3.713 | 2.121 | 0.035 | 2.601 | 1.721 | 0.087 |
Age | -0.053 | -0.122 | 0.903 | 0.234 | 0.628 | 0.531 |
Relationship status | -0.249 | -0.111 | 0.912 | -1.981 | -1.025 | 0.307 |
Children currently | 1.474 | 0.306 | 0.76 | 0.671 | 0.162 | 0.872 |
Religious/Spiritual | 0.794 | 0.424 | 0.672 | 0.783 | 0.484 | 0.629 |
Educational debt | 1.463 | 1.247 | 0.214 | 0.762 | 0.752 | 0.453 |
Effectiveness of wellness initiatives | -2.82 | -2.808 | 0.006 | -1.726 | -1.991 | 0.048 |
SMMS Toolkit | -0.517 | -6.322 | 0.001 | -0.316 | -4.245 | 0.001 |
Multiple regression analysis of MBI-SS subscale scores was evaluated to determine if any significance in the two- and three-dimensional MBI-SS models were due to individual or a combination of subscale scores (Table 7). The independent variables (Model 3), out-of-phase (P-value = 0.006) in the curriculum, gender (P-value = 0.017), the effectiveness of wellness initiatives (P-value = 0.016), and the SMMS toolkit (P-value = 0.001), were significantly associated with the EE subscale. Negative associations between being out-of-phase (B = -6.5) in the curriculum, rating the wellness initiatives as effective (B = -1.3), and high ratings of the SMMS toolkit (B = -0.2) were noted with the EE subscale. Again, gender (B = 2.3), especially being female, was positively associated with the EE subscale. The independent variables (Model 4), the effectiveness of wellness initiatives (P-value = 0.024) and the SMMS toolkit (P-value = 0.001), were significantly associated with the AE subscale. Both rating the wellness initiatives as effective (B = 1.1) and high ratings of the SMMS toolkit (B = 0.2) were positively associated with the AE subscale. The independent variables (Model 5), out-of-phase (P-value = 0.002) in the curriculum, the effectiveness of wellness initiatives (P-value = 0.005), and the SMMS toolkit (P-value = 0.001), were significantly associated with the CY subscale. Being out-of-phase (B = -6.8) in the curriculum, rating the wellness initiatives as effective (B = -2.8), and high ratings of the SMMS toolkit (B = -0.3) were negatively associated with the CY subscale.
Table 7
Regression analysis of MBI-SS subscales for continuous variables, n = 273
| Emotional Exhaustion | Academic Efficacy | Cynicism |
| Unstandardized beta coefficient | t | P-value | Unstandardized beta coefficient | t | P-value | Unstandardized beta coefficient | t | P-value |
Year of enrollment | -0.751 | -1.231 | 0.22 | 0.874 | 1.658 | 0.099 | -0.352 | -0.629 | 0.53 |
Campus | 0.374 | 0.593 | 0.554 | -1.076 | -1.977 | 0.05 | 0.135 | 0.233 | 0.816 |
Out-of-Phase | -6.497 | -2.801 | 0.006 | 1.632 | 0.815 | 0.416 | -6.785 | -3.192 | 0.002 |
Time off before matriculation | 1.647 | 1.406 | 0.162 | -1.793 | -1.772 | 0.078 | 1.251 | 1.165 | 0.246 |
Gender | 2.344 | 2.413 | 0.017 | -1.112 | -1.327 | 0.186 | 1.352 | 1.519 | 0.131 |
Age | 0.045 | 0.189 | 0.85 | 0.287 | 1.387 | 0.167 | -0.094 | -0.428 | 0.669 |
Relationship status | 0.033 | 0.027 | 0.979 | -1.732 | -1.616 | 0.108 | -0.252 | -0.222 | 0.825 |
Children currently | 1.558 | 0.583 | 0.56 | -0.802 | -0.348 | 0.728 | -0.036 | -0.015 | 0.988 |
Religious/Spiritual | 0.598 | 0.575 | 0.566 | -0.011 | -0.012 | 0.99 | 0.203 | 0.213 | 0.831 |
Educational debt | 0.623 | 0.957 | 0.34 | -0.701 | -1.248 | 0.214 | 0.842 | 1.411 | 0.16 |
Effectiveness of wellness initiatives | -1.351 | -2.425 | 0.016 | 1.094 | 2.275 | 0.024 | -1.454 | -2.847 | 0.005 |
SMMS Toolkit | -0.233 | -5.081 | 0.001 | 0.201 | 5.525 | 0.001 | -0.282 | -6.806 | 0.001 |