Alfi Sani Nasution, Desi Isnayanti

Perbandingan Student Burnout pada Setiap Angkatan Mahasiswa Fakultas Kedokteran Universitas Muhammadiyah Sumatera Utara

Introduction

Perbandingan student burnout pada setiap angkatan mahasiswa fakultas kedokteran universitas muhammadiyah sumatera utara. Studi ini membandingkan tingkat burnout pada mahasiswa Fakultas Kedokteran UMSU di setiap angkatan, mengungkap perbedaan signifikan antar kohort karena tekanan akademik yang berat.

Abstract

Stress and burnout levels among medical students are among the highest. The numerous learning methods and the heavy academic demands experienced by students cause them to experience physical, mental, and emotional fatigue, leading to burnout. This study aims to determine the differences in student burnout among each class of students at the Faculty of Medicine, Muhammadiyah University of North Sumatra. The research method used was descriptive analytic with a cross-sectional design. The sampling method used was simple random sampling. The results of this study show a profile of burnout among UMSU Medical Faculty students, most dominantly found were engaged in the class of 2022 (18 students) , ineffective in the class of 2022 (11 students) , overextended in the class of 2023 (37 students) , disengaged in the class of 2024 (5.6%) , and burnout in the class of 2021 (37 students) 56.1%. The dimensions of burnout among UMSU Medical Faculty students indicate high levels of exhaustion (fatigue) in the 2021 intake (62 respondents (93.9%), high levels of cynicism (cynicism) in the 2021 intake (37 respondents (56.1%), and high levels of professional efficacy (professional efficacy) in the 2023 intake (61 respondents (92.4%). This study shows a significant difference between student burnout levels in each UMSU Medical Faculty student cohort with a p-value of 0.001 (p<0.05). Conclusion: Statistically, there is a significant difference between student burnout levels in each UMSU Medical Faculty student cohort.

Review

The study, "Perbandingan Student Burnout pada Setiap Angkatan Mahasiswa Fakultas Kedokteran Universitas Muhammadiyah Sumatera Utara," investigates a highly relevant and pressing issue: student burnout within medical education. Given the well-documented high levels of stress and academic demands placed on medical students, understanding burnout prevalence and its variation across different student cohorts is crucial for implementing targeted support. Employing a descriptive analytic cross-sectional design with simple random sampling, the research aimed to identify differences in burnout levels among various classes at UMSU Faculty of Medicine. The findings indicate a statistically significant difference in burnout levels across student cohorts (p=0.001), underscoring the dynamic nature of this phenomenon throughout a medical student's journey. While the study addresses an important topic and clearly states its objective, several aspects of the abstract's presentation warrant clarification and raise methodological questions. Firstly, the abstract reports "burnout profiles" such as "engaged," "ineffective," "overextended," and "disengaged," alongside the more standard "exhaustion," "cynicism," and "professional efficacy" dimensions. The relationship between these two sets of classifications is not explicitly explained, making it difficult to interpret the results cohesively. Furthermore, the absence of information regarding the specific burnout inventory or instrument used is a significant omission, as this directly impacts the validity and generalizability of the findings. The reporting of specific numbers and percentages (e.g., "disengaged in the class of 2024 (5.6%)" or "burnout in the class of 2021 (37 students) 56.1%") without consistent reference to total cohort sizes or the precise meaning of these categories creates ambiguity. Despite these limitations in presentation, the core finding of a statistically significant difference in burnout levels across different cohorts is valuable. This suggests that interventions and support programs for medical student well-being may need to be tailored to the specific challenges faced by students at various stages of their education. To enhance the study's impact, the full manuscript should explicitly detail the measurement instruments, provide a clearer conceptual framework linking the different reported burnout categories and dimensions, and elaborate on the practical implications of these cohort-specific differences. Future research could build upon these findings by exploring the underlying factors contributing to these observed differences and evaluating the effectiveness of targeted interventions.

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