Mapping Burnout in Medical Students: Interactions Between Learning Approaches and the Educational Environment

Background: Burnout is a prevalent and growing issue among healthcare professionals, often emerging during medical education. Learning approaches and perceptions of the educational environment are key factors that may influence the development of burnout among medical students. This study aimed to explore the relationship between burnout levels, learning approaches, educational environment perceptions, and academic achievement in final-year medical students. Methods: A descriptive cross-sectional study was conducted among sixth-year students at Hacettepe University Faculty of Medicine, Türkiye. Data were collected electronically using a questionnaire including sociodemographic items, academic achievement, the Maslach Burnout Inventory (MBI), the Approaches and Study Skills Inventory for Students (ASSIST), and the Dundee Ready Education Environment Measure-Turkish version (DREEM-TR). Descriptive statistics, correlation analyses, and multivariate analyses were performed using SPSS 25, with p < 0.05 considered statistically significant. Results: A total of 241 students participated (95.25%). Mean scores on the MBI were: Emotional Exhaustion 17.54±6.63, Depersonalization 7.14±3.53, and Personal Accomplishment 12.95±4.40. The majority of students (74.7%) adopted a strategic learning approach. Students with higher academic performance demonstrated higher strategic and lower surface learning approach scores. Perceptions of the educational environment correlated negatively with all burnout dimensions and the surface learning approach, and positively with strategic and deep learning approaches. Conclusion: Medical students’ burnout is significantly related to their learning approaches and perceptions of the educational environment. Promoting supportive educational environments and fostering effective learning strategies may reduce burnout and enhance academic and professional development.