Table 5.

Academics PEOT

Author name & date, Title, Journal name	Population	Exposure	Outcome	Type
Seo JH et al. 2015. Educational and Relational Stressors Associated with Burnout in Korean Medical Students Psychiatry Investigation	263 medical students attending Gyeongsang National University	standardized questionnaire survey using the Maslach Burnout Inventory was used to investigate educational and relational stressors, three dimensions of burnout, and social support of medical students; social support was measured by the 12-item Multidimensional Scale of Perceived Social Support	a significant proportion of students reported high levels of burnout: 28.1% for Emotional Exhaustion (EE) (≥19), 40.4% for Depersonalization (DP) (≥10), and 40.8% for Personal Accomplishment (PA) (≤14); 34% of the students reported two dimensions or more of high burnout; 16% of students suffered from both EE and DP, and 13.7% from both EE and PA, whereas 24.3% suffered from both DP and PA; students who reported three dimensions of high burnout, i.e., “totally burned out,” accounted for 9.9% of the total	Cross Sectional Cohort
Atalayin et al. 2015. The prevalence and consequences of burnout on a group of preclinical dental students. European Journal of Dentistry	329 preclinical dental students	Maslach Burnout Inventory student version, academic satisfaction scale, and personal information sheet were used to gather data	approximately 22.3% of students had high level of emotional exhaustion, 16.7% of students had high level of cynicism, and 17.9% of students suffered from high level of reduced academic efficacy; while the students attending the first year reported increased level of reduced academic efficacy, the students in the third year reported higher level of emotional exhaustion; academic workload played an important role in the development of burnout; students with high level of burnout reported less level of academic satisfaction and academic achievement	Cross sectional cohort