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Revista Médica del Uruguay

Print version ISSN 0303-3295On-line version ISSN 1688-0390


GONI, Mabel; DANZA, Álvaro; URGOITI, Mariana  and  DURANTE, Eduardo. Correlación entre clima educativo y síndrome de burnout en practicantes internos de la carrera de Doctor en Medicina de Uruguay. Rev. Méd. Urug. [online]. 2015, vol.31, n.4, pp.272-281. ISSN 0303-3295.

Abstract Introduction: unfavourable educational environments result in stressed medical students and doctors while they receive training. Both groups usually evidence cases of burn-out syndrome. This study aims to assess the correlation between the educational environment and the burn-out syndrome in a medical students' cohort who were attending the mandatory annual rotating internship during 2013 at the School of Medicine of the Republic of Uruguay. Method: one hundred and forty five medical interns were assessed through a questionnaire they were asked to answer (PHEEM), which measured the educational environments and BMI, which measure burn-out. Also, the age was recorded, as well as the area of specialization, sex and the effects of sharing a space to live. Results: 14,7% of medical interns evidenced burn- out syndrome. Average was 105.2 for the educational environment. The group with burn-out syndrome averaged 92.3 and the group without burn-out syndrome averaged 107.6. The difference between both averages was statistically significant (p = 0,04). A negative correlation was demonstrated between educational environment and emotional exhaustion and loss of personalization, and a positive one with self-realization. Correlations between autonomy and emotional exhaustion (r = 0,45) and social support and emotional exhaustion (r = -0,48) were significant and represented similar figures. Conclusions: there is significant correlation between the educational environments and burn-out syndrome in medical students during their mandatory residence programs. The group with burn-out syndrome noticed a worse educational environment, which suggests that the deterioration of the latter favored the onset of the syndrome. Measuring the educational context may contribute to improving the quality of medical training.


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