Table 4. Adjusted odds ratios for associations between LC components and quality of life, empathy, and burnout.
| LC component | IRI domain | Burnout domain | |||
|---|---|---|---|---|---|
| Quality of life | Empathic concern | Perspective taking | Emotional exhaustion | Depersonalization | |
| CFM course | 3.7*** | 2.1* | 1.8* | 0.4*** | 0.3*** |
| Colleges advisor | 1.3 | 2.6** | 1.6 | 0.6* | 0.5* |
| Colleges room | 1.4 | 1.6 | 1.4 | 0.8 | 0.7 |
| Peers in Molecule | 2.7** | 1.9* | 1.4 | 0.9 | 0.7 |
| Peers in College | 2.4** | 1.9** | 1.5 | 0.9 | 0.6 |
| Social activities | 1.9* | 1.0 | 0.9 | 0.8 | 0.9 |
| Reflective sessions | 1.7 | 2.5*** | 3.2*** | 0.9 | 0.7 |
*p<.05; **p<.01; ***p<.001
All odds ratios are adjusted for student sex and year in medical school and total JHLES score. CFM = Clinical Foundations of Medicine LC = Learning Community; IRI = Interpersonal Reactivity Index, a measure of empathy; LC component “value to you” dichotomized as “exceptional” and “a lot” of value vs. other; IRI domains were dichotomized at item mean of 4 on a 1-5 Likert scale; Burnout domains were dichotomized as high vs. not high; Quality of life was dichotomized as good or excellent vs. other.