Abstract
Background and aim
Academic burnout in students manifests as emotional exhaustion, depersonalization, and a sense of stagnation in their education. Given the high prevalence of occupational burnout among dental students, screening dental students for early signs of burnout can facilitate intervention and prevent negative effects on their physical and mental well-being.
Methods and materials
This cross-sectional study included 180 clinical dentistry students in their third year and above at Kerman Dental Faculty during the academic year 2022–2023. A questionnaire comprising demographic information and the 12-item Persian version of the Burnout Clinical Subtype Questionnaire (BCSQ-12-SS) was utilized. Students’ responses were scored on a five-point Likert scale. Data were analyzed using SPSS 26, employing T-tests, ANOVA, Pearson correlation, and linear regression tests, with a significance level set at 0.05.
Results
Of the participants, 52.1% were female, and 47.9% were male, with an average age of 23.35 years. The response rate was 66.66%, with 120 completed questionnaires analyzed. High scores were observed in 4.2% for academic burnout, 23.3% for overload, 13.4% for lack of development, and 4.2% for neglect. No significant associations were found between academic burnout and gender, marital status, economic status, place of residence, or choice of major. However, factors such as family influence, high income, and social image as reasons for choosing dentistry were significantly associated with participants’ total academic burnout scores.
Conclusion
Despite the low overall prevalence of burnout in this sample, understanding the factors influencing academic burnout is crucial for prevention due to its significant impact on students’ academic performance and psychological well-being.
Keywords: Academic burnout, Dental students, BCSQ-12-SS, Mental health
Introduction
Dental school is known to be a highly stressful environment, with studies indicating that dental students experience higher stress levels compared to the general population and even medical students [1, 2]. Prolonged stress can potentially lead to mental health issues such as depression and job burnout [3]. Research with students has identified academic burnout as a specific form of burnout, marked by fatigue from academic demands, negative attitudes, disinterest in educational work, feelings of incompetence, and psychological inability to complete tasks [4].
Burnout is not just caused by individual factors like emotional expression or stress coping strategies. External factors like the educational system can also contribute, leading to distress and decreased academic engagement. This can impact performance and predict poor educational outcomes, hindering a student’s professional development and future prospects [5, 6]. Attending university is a period of change and difficulties, and past studies have indicated that students are especially susceptible to mental health issues during their time at university. Furthermore, dental students encounter additional stressors including a highly competitive atmosphere, patient interactions, and clinical responsibilities that carry the risk of significant harm if not executed correctly [7]. Dental students often experience high levels of stress, leading to burnout when they enter the professional world. Dental universities should prioritize teaching stress management skills to help students cope with these challenges [8].
Short version of the “Burnout Clinical Subtype Questionnaire” (BCSQ-12) was adapted for students as the “Burnout Clinical Subtype Questionnaire Student Survey” (BCSQ-12-SS). The questionnaire evaluates three factors: Overload, Lack of development, and Neglect, which respectively relate to personal health and life risks, lack of personal development and interest in other opportunities, and non-responsiveness and inefficiency The adaptation demonstrated strong psychometric properties, maintaining the original factorial structure. This supports the questionnaire’s utility and enables quick differentiation of students based on burnout clinical subtypes. This questionnaire can be used to screen students for burnout and develop appropriate interventions for them [9, 10].
Before the development of the BCSQ, the most commonly used questionnaire for burnout measurement was the Maslach Burnout Inventory (MBI) which was longer and was developed for broader application for the assessments of professionals in human services occupations. The BCSQ-12-SS was developed and specifically validated for medical students [11].
Bahlaq in a study conducted in Saudi Arabia on medical and dental students, reported that half of the students experienced burnout, disengagement, and fatigue, and most of them experienced moderate levels of stress [12]. In a study of health professions students conducted at Qatar University, it was found that anxiety was a strong predictor of burnout. Burnout was positively related to empathy [13]. In a study conducted by Frajerman, burnout was found to be more common among medical, dental, and pharmacy students in clinical programs compared to those in non-clinical programs [14].
Understanding the prevalence and causes of academic burnout can inform interventions aimed at improving student mental health and academic performance. Stakeholders—including educators, policymakers, and mental health professionals—can benefit from these insights to develop support systems tailored to the unique challenges faced by dental students. Despite existing literature on burnout among dental students, there remains a gap in understanding the specific factors influencing academic burnout within different cultural contexts. This study aims to assess academic burnout among dental students in Southeast Iran using the Persian version of the BCSQ-12-SS. By identifying early signs of burnout and understanding its contributing factors, this research seeks to inform strategies for enhancing student well-being and academic performance.
Methods and materials
Study design and participants
This cross-sectional study was conducted among students enrolled in the clinical dentistry course at Kerman Dental Faculty during the academic year 2022–2023. The study included a total of 180 clinical dentistry students in their third year and above, as determined by the education department records.
Sampling frame and sample size calculation
The sample size for this study was determined using a census approach, targeting all eligible students enrolled in the clinical dentistry program. The total population consisted of approximately 180 students in their third year and above. To achieve a meaningful statistical analysis, a target sample size of 120 completed questionnaires was set, aiming for a response rate of around 66.66%, which is generally acceptable for cross-sectional studies. Statistical power analysis indicated that this sample size would provide adequate power (typically set at 80%) to detect medium effect sizes (Cohen’s d = 0.5) with a significance level set at 0.05. This approach helps mitigate Type II errors and ensures that the findings are robust and generalizable within the context of the dental student population being studied.
Inclusion criteria
Students enrolled in the clinical dentistry program at Kerman Dental Faculty.
Students in their third year or higher of study.
Exclusion criteria
Students who did not provide informed consent to participate in the study.
Data collection
Before completing the questionnaire, students were informed about the study’s objectives and topic during classroom sessions. The survey consisted of two sections:
Demographic Information: This section gathered data on participants’ age, gender, year of university enrollment, “Grade point average (GPA), marital status, place of residence, field selection priority, reasons for choosing dentistry, and family economic status.
Burnout Assessment: The second section utilized the Persian version of the Burnout Clinical Subtype Questionnaire (BCSQ-12-SS), which was translated and validated by Mohebi et al. [15] The questionnaire demonstrated substantial validity with Kappa coefficients ranging from 65–82.5% and Composite Reliability (CR) values between 0.81 and 0.91, along with strong reliability indicated by Cronbach’s alpha scores of 0.80 for overload, 0.91 for lack of development, 0.91 for neglect, and an overall score of 0.85.”
The BCSQ-12-SS consists of 12 questions covering three dimensions:
Overload (questions 1–4).
Lack of Development (questions 5–8).
Neglect (questions 9–12).
Responses were scored using a five-point Likert scale, with options ranging from “strongly disagree” (1 point) to “strongly agree” (5 points), resulting in a total score range of 12 to 60. The average scores for each dimension were calculated to compare their relative status, while the sum of scores across all three dimensions served as an index for evaluating overall academic burnout.
Ethical considerations
All participants willingly participated in the study and provided informed consent. The information collected through the questionnaires was kept anonymous and handled confidentially. The research received approval from the ethical committee of Kerman University of Medical Sciences, with the Ethics Approval Code IR.KMU.REC.1401.437.
Results
In this research, 180 questionnaires were given to students. Out of the returned questionnaire, 120 were completed and used for statistical analysis, resulting in a response rate of 66.66%. There was not much difference in response rates between the genders. Women made up 51.6% of the participants, and 49.4% were men, with average age of 23.35 years. Table 1 displays the frequency distribution of students based on demographic characteristics.
Table 1.
Frequency distribution of students according to demographic characteristics
| Variable | Number | Percent | |
|---|---|---|---|
| Gender | Man | 58 | 49.4% |
| Woman | 62 | 51.6% | |
| Marital status | Single | 105 | 87.5% |
| Married | 15 | 12.5% | |
| Student’s year of study | Third year | 18 | 15% |
| Fourth year | 30 | 25% | |
| Fifth year | 34 | 28.3% | |
| Sixth year | 38 | 31.6% | |
| Family economic status | Excellent | 11 | 9.2% |
| Good | 50 | 41.7% | |
| Average | 54 | 45% | |
| Poor | 5 | 4.2% | |
| Place of residence | With family | 45 | 37.5% |
| Student dormitory | 40 | 33.3% | |
| Independent house | 33 | 27.5% | |
| Shared house with friends | 2 | 1.7% | |
| Priority of field selection | First priority | 48 | 40% |
| Higher priority | 72 | 60% | |
| Reason for selecting dentistry | Interest | 57 | 47.5% |
| Family influence | 19 | 15.8% | |
| Social image | 10 | 8.3% | |
| High income | 34 | 28.3% | |
Out of the 120 participants in the study, 23.3% faced overload (mean score: 40.27), 13.4% noted lack of progress (mean score: 41.92), 4.2% mentioned neglect (mean score: 38.76), and 4.2% scored in the 75th percentile or above for academic burnout, indicating a high level of burnout. Table 2 displays the score for burnout and its domains.
Table 2.
Score of burnout and its domains
| Variable | Mean | Standard deviation |
|---|---|---|
| Overload | 11.74 | 3.23 |
| Lack of development | 10.03 | 3.98 |
| Neglect | 8.31 | 3.22 |
| Total burnout | 29.94 | 7.27 |
Gender did not have a significant relationship with burnout or its domains. (P value = 0.668). (Table 3)
Table 3.
The relationship between gender with burnout and its domains
| Variable | gender | mean | Standard deviation | Significance level |
|---|---|---|---|---|
| Overload | Female | 11.93 | 3.26 | 0.491 |
| Male | 11.52 | 3.22 | ||
| Lack of development | Female | 9.82 | 4.01 | 0.457 |
| Male | 10.37 | 3.91 | ||
| Neglect | Female | 8.63 | 3.08 | 0.311 |
| Male | 8.03 | 3.34 | ||
| Total burnout | Female | 30.31 | 7.44 | 0.668 |
| Male | 29.73 | 7.08 |
There was no significant relationship found between academic year and academic burnout in the domains of overload and neglect. The only domain that showed a significant relationship with the year of education was lack of development. (p = 0.006). (Table 4)
Table 4.
The relationship between year of education with burnout and its domains
| Variable | Year of education | Mean | SD | P value |
|---|---|---|---|---|
| Overload domain score | Third year | 10.5 | 2.20 | 0.099 |
| Fourth year | 11.20 | 3.39 | ||
| Fifth year | 12.64 | 3.27 | ||
| Sixth year | 11.94 | 3.35 | ||
| Lack of development domain score | Third year | 10.35 | 4.10 | 0.006* |
| Fourth year | 8.31 | 3.42 | ||
| Fifth year | 9.73 | 3.98 | ||
| Sixth year | 11.63 | 3.77 | ||
| Neglect domain score | Third year | 8.11 | 3.77 | 0.936 |
| Fourth year | 8.65 | 3.36 | ||
| Fifth year | 8.23 | 2.76 | ||
| Sixth year | 8.24 | 3.37 | ||
| Total burnout score | Third year | 28.23 | 6.69 | 0.159 |
| Fourth year | 28.17 | 7.76 | ||
| Fifth year | 30.61 | 6.42 | ||
| Sixth year | 31.72 | 7.61 |
*Significant according to ANOVA
The relationship between the total scores of burnout and the motivation for selecting dentistry was found to be significant (p = 0.018). Individuals who opted for dentistry based on family influence had notably higher scores on the entire questionnaire compared to those who chose the field out of personal interest.
Age did not show a significant correlation with various domains of burnout. No significant relationship was found between grade point average and domains of burnout (Table 5).
Table 5.
Relationship between age and GPA with burnout and its domains
| Variable | Age | GPA | Overload score | Lack of development score | Neglect score | Total burnout score | |
|---|---|---|---|---|---|---|---|
| Age | Pearson correlation | - | -0.267 | 0.031 | -0.21 | -0.069 | -0.008 |
| Sig.(2-tailed) | - | 0.005 | 0.737 | 0.823 | 0.457 | 0.93 | |
| GPA | Pearson correlation | -0.267 | - | 0.175 | 0.069 | -0.051 | 0.079 |
| Sig.(2-tailed) | 0.005 | - | 0.064 | 0.472 | 0.591 | 0.407 | |
*Significant according to correlation analysis
The regression analysis is conducted using a backward elimination method, where non-significant items are removed, leaving only the significant ones. The regression analysis indicated that a higher academic year and selection based on high income and social status were associated with a higher burnout score. (Table 6)
Table 6.
Relationship between total burnout score and related factors
| Variable | B | β | t | P value | |
|---|---|---|---|---|---|
| Total burnout score | Year of education | 1.561 | 0.216 | 2.279 | 0.025* |
| Reason for selecting dentistry | 1.108 | 0.195 | 2.054 | 0.043* | |
*Significant according to Backward Regression analysis
Discussion
Job burnout is characterized by a misalignment between an individual’s personal values and the demands of their profession, leading to a decline in moral values, and overall human personality. It is widely regarded as a highly detrimental mental state. In research involving students, this phenomenon is referred to as academic burnout. It is often associated with psychological stress, and those experiencing it can see its impact on both personal and professional aspects of their lives [16].
In the present study, 4.2% of students were identified as having a high score in academic burnout. Among the three areas of academic burnout, 23.3% scored high in overload, 13.4% in lack of progress, and 4.2% in neglect. Hence, the incidence of academic burnout among the students involved in the current study is notably lower compared to Frajerman’s 2023 study on medical, dental, and pharmacy students at the University of Paris. In that study, the prevalence of burnout was 42% among non-clinical students and 65% among clinical students [14]. This study was conducted during COVID-19 pandemic which may be contributed to high prevalence of burnout. Bahlaq et al.‘s research on dental students in Saudi Arabia found that 51.5% of participants experienced burnout [12]. The discrepancies between our findings and those of other studies could stem from differences in burnout evaluation methods, educational curricula, and the number of requirements imposed on students. Contextual factors such as curriculum intensity, available support systems, and cultural attitudes towards mental health may also influence burnout rates.
In a related study by Gao et al. (2023), it was found that academic stress significantly predicts academic burnout, with academic anxiety acting as a partial mediator in this relationship. Their findings suggest that higher levels of academic self-efficacy can buffer the negative effects of academic stress on burnout, highlighting the importance of psychological resilience in mitigating burnout among students [17]. This aligns with our findings that contextual factors play a crucial role in shaping students’ experiences of burnout.
In the current study, there was no significant relationship found between gender and academic burnout. This result aligns with multiple prior studies [18–20] that found no gender difference in burnout among dental students. However, it contrasts with Briggs’ findings on medical students, where women reported higher burnout levels than men [21]. This discrepancy highlights the need for further research to explore how gender dynamics may vary across different fields of study.
Similar to the research conducted by Mohebbi on dental students in Iran, GPA did not show a significant correlation with burnout [15].
Additionally, the study did not find any notable association between marital status and economic status with academic burnout, aligning with the findings of Rawi-Al [19] and contradicting the results of Bahlaq [12].
In this research, a notable correlation was discovered between academic burnout in the neglect domain and the financial status of the family. Irshad also observed a connection between medical students’ levels of academic burnout and lower household income [22]. This suggests that financial stressors may exacerbate feelings of neglect among students who feel they cannot meet their educational demands.
Also, a significant relationship was found between the academic year and the domain of lack of progress. Students in the sixth grade exhibited a notably higher score compared to those in the fourth grade. MacAulay identified the year of study as a factor contributing to academic burnout among oral health students [23]. In contrast, Irshad’s research on medical students did not find a significant correlation between the year of study and academic burnout [22]. This discrepancy may be attributed to the differences in the populations studied and the students’ field of study.
Our study revealed no significant relationship between place of residence and overall academic burnout scores, consistent with some previous studies [19, 22]. Interestingly, individuals who felt pressured by their families to pursue dentistry scored significantly higher on the entire questionnaire compared to those who chose the field based on personal interest. This finding supports Pagnin’s research linking motivation for selecting a major to burnout [24].
Overall, these findings underscore the complexity of academic burnout and highlight the need for targeted interventions that consider both individual characteristics and broader contextual factors influencing student well-being.
Limitations
This study has limitations that should be acknowledged to better understand the findings and implications:
Self-Reported Data: Participants may have biases in their responses, such as social desirability bias, affecting the accuracy of reported academic burnout levels.
Cross-Sectional Design: Limits establishing causal relationships between variables; a longitudinal study would better observe changes in burnout levels over time.
Cultural Context: Conducted at a single institution in Southeast Iran, findings may not apply to other cultural or educational contexts. Different universities have varying support systems, curricular demands, and attitudes towards mental health, impacting burnout levels.
Recommendations
To address these limitations and enhance future research on academic burnout among dental students:
Future studies should aim for larger sample sizes across multiple institutions to improve generalizability.
Longitudinal designs are recommended to explore causal relationships and changes in burnout over time.
Researchers should consider including qualitative methods to gain deeper insights into students’ experiences and coping strategies related to burnout.
Investigating additional demographic and psychosocial factors could provide a more holistic view of the influences on academic burnout.
Conclusion
This study aimed to assess academic burnout among dental students in Southeast Iran using the Persian version of the Burnout Clinical Subtype Questionnaire (BCSQ-12-SS). The findings revealed that while the overall prevalence of high academic burnout was relatively low at 4.2%, a significant portion of students experienced feelings of overload (23.3%) and lack of development (13.4%). These results suggest that while immediate burnout levels may not be alarming, there are underlying issues that could escalate if not addressed.
Acknowledgements
We would like to thank all the participants who took part in the study.
Author contributions
Sobhan Ghorbani Nejad collected the data, Mehrnaz Karimi Afshar and Marzieh Karimi Afshar wrote the manuscript. All authors reviewed the manuscript.
Funding
No funds were received from any organization for this research.
Data availability
No datasets were generated or analysed during the current study.
Declarations
Ethics approval and consent to participate
The research was approved by ethical committee of Kerman University of Medical Sciences. The Ethic approval Code is IR.KMU.REC.1401.437.
Consent for publication
not applicable.
Competing interests
The authors declare no competing interests.
Clinical trial number
Not applicable.
Footnotes
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
References
- 1.Falahchai M, Taheri M, Neshandar Asli H, Hemmati Y, Pourseyedian S. A survey of the relationship between academic burnout and academic achievement of dental students of Guilan.University of Medical sciences. Res Med Educ. 2020;12:70–9. [Google Scholar]
- 2.Sharififard F, Nourozi K, Hosseini M, Asayesh H, Nourozi M. Related factors with academic.2 burnout in nursing and paramedics students of Qom University of Medical Sciences in 2014. J Nurs Educ. 2014;3(3):59–68. [Google Scholar]
- 3.Lin XJ, Zhang CY, Yang S, Hsu ML, Cheng H, Chen J, et al. Stress and its association with academic performance among dental undergraduate students in Fujian, China: a cross-sectional online.questionnaire survey. BMC Med Educ. 2020;20(1):181. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 4.Maslach C, Leiter MP. Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry. 2016;15(2):103–11. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 5.de la Fuente J, Lahortiga-Ramos F, Laspra-Solís C, Maestro-Martín C, Alustiza I, Aubá E, Martín-Lanas R. A structural equation model of achievement emotions, coping strategies and engagement-burnout in undergraduate students: a possible underlying mechanism in facets of perfectionism. Int J Environ Res Public Health. 2020;17(6):2106. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 6.March-Amengual JM, Cambra Badii I, Casas-Baroy JC, Altarriba C, Comella Company A, Pujol-Farriols R, Baños JE, Galbany-Estragués P, Comella Cayuela A. Psychological distress, burnout, and academic performance in first year college students. Int J Environ Res Public Health. 2022;19(6):3356. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 7.Collin V, O’Selmo E, Whitehead P. Stress, psychological distress, burnout and perfectionism in UK dental students. Br Dent J. 2020;229:605–14. [DOI] [PubMed] [Google Scholar]
- 8.Pöhlmann K, Jonas I, Ruf S, Harzer W. Stress, burnout and health in the clinical period of dental education. Eur J Dent Educ. 2005;9(2):78–84. [DOI] [PubMed] [Google Scholar]
- 9.Montero-Marín J, Skapinakis P, Araya R, Gili M, García-Campayo J. Towards a brief definition of burnout syndrome by subtypes: development of the burnout clinical subtypes questionnaire(BCSQ-12). Health Qual Life Outcomes. 2011;9:1–2. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 10.Montero-Marin J, Monticelli F, Casas M, et al. Burnout syndrome among dental students: a short version of the burnout clinical subtype questionnaire adapted for students (BCSQ-12-SS). BMC Med Educ. 2011;11:103. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 11.Dyrbye LN, Power DV, Massie FS, Eacker A, Harper W, Thomas MR, Szydlo DW, Sloan JA, Shanafelt TD. Factors associated with resilience to and recovery from burnout: a prospective, multi-institutional study of US medical students. Med Educ. 2010;44(10):1016–26. [DOI] [PubMed] [Google Scholar]
- 12.Bahlaq MA, Ramadan IK, Abalkhail B, Mirza AA, Ahmed MK, Alraddadi KS, Kadi M. Burnout, stress, and stimulant abuse among medical and dental students in the Western Region of Saudi Arabia: an analytical study. Saudi J Med Med Sci. 2023;11(1):44–53. [DOI] [PMC free article] [PubMed]
- 13.Sulaiman R, Ismail S, Shraim M, El Hajj MS, Kane T, El-Awaisi A. Experiences of burnout, anxiety, and empathy among health profession students in Qatar University during the COVID-19 pandemic: a cross-sectional study. BMC Psychol. 2023;11(1):111. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 14.Frajerman A, Chaumette B, Krebs M-O, Morvan Y. Mental health in medical, dental and pharmacist students: a cross-sectional study. Eur Psychiatry. 2022;65(S1):S589–90. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 15.Mohebbi SZ, Yazdani R, Talebi M, Pakdaman A, Heft MW, Bahramian H. Burn out among Iranian dental students: psychometric properties of burnout clinical subtype questionnaire (BCSQ-12-SS) and its correlates. BMC Med Educ. 2019;19(1):388. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 16.Maslach C, Leiter MP. (2017). Understanding burnout. In The handbook of stress and health (eds C.L. Cooper and J.C. Quick). pp:36–56.
- 17.Gao Y, Chen Y, Zhang H. Psychological mechanisms of English academic stress and academic burnout: the mediating role of rumination and moderating effect of neuroticism. Front Psychol. 2024;15:1309210. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 18.Kwak EJ, Ji YA, Baek SH, Baek YS. High levels of burnout and depression in a population of senior dental students in a school of dentistry in Korea. J Dent Sci. 2021;16(1):65–70. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 19.Al-Rawi NH, Yacoub A, Zaouali A, Salloum L, Afash N, Shazli OA, Elyan Z. Prevalence of burnout among dental students during COVID-19 lockdown in UAE. J Contemp Dent Pract. 2021;22(5):538–44. [PubMed] [Google Scholar]
- 20.Mafla AC, Villa-Torres L, Polychronopoulou A, Polanco H, Moreno-Juvinao V, Parra-Galvis D, Durán C, Villalobos MJ, Divaris K. Burnout prevalence and correlates amongst Colombian dental students: the STRESSCODE study. Eur J Dent Educ. 2015;19(4):242–50. [DOI] [PubMed] [Google Scholar]
- 21.Briggs LG, Riew GJ, Kim NH, Aharon S, Klickstein JA, Cao AQ, Lites C, Sedlacek V, Seward MW, Soled DR, Palamara K, Medicine in Motion Writing Group. Racial and gender differences in medical student burnout: a 2021 national survey. Mayo Clin Proc. 2023;98(5):723–735. [DOI] [PubMed]
- 22.Irshad K, Ashraf I, Azam F, Shaheen A. Burnout prevalence and associated factors in medical students in integrated modular curriculum: a cross-sectional study. Pak J Med Sci. 2022;38(4Part–II):801–6. [DOI] [PMC free article] [PubMed]
- 23.MacAulay R, Morash J, Kenwell LS, Haslam SK. Burnout in oral health students: a scoping review. J Dent Educ. 2023;87(4):471–96. [DOI] [PubMed] [Google Scholar]
- 24.Pagnin D, De Queiroz V, De Oliveira Filho MA, Gonzalez NV, Salgado AE, Cordeiro e Oliveira B, Lodi CS, Melo RM. Burnout and career choice motivation in medical students. Med Teach. 2013;35(5):388–94. [DOI] [PubMed] [Google Scholar]
Associated Data
This section collects any data citations, data availability statements, or supplementary materials included in this article.
Data Availability Statement
No datasets were generated or analysed during the current study.