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Disability, program access, empathy and burnout in US medical students: A national study.

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Title: Disability, program access, empathy and burnout in US medical students: A national study.
Authors: Meeks, Lisa M., Pereira‐Lima, Karina, Plegue, Melissa, Jain, Neera R., Stergiopoulos, Erene, Stauffer, Catherine, Sheets, Zoie, Swenor, Bonnelin K., Taylor, Nichole, Addams, Amy N., Moreland, Christopher J.
Source: Medical Education. Jun2023, Vol. 57 Issue 6, p523-534. 12p. 4 Charts, 1 Graph.
Subjects: Psychology of medical students, Psychological burnout, Health services accessibility, Empathy, Confidence intervals, Self-evaluation, Multivariate analysis, Questionnaires, Research funding, People with disabilities, Logistic regression analysis
Geographic Terms: United States
Abstract: Objective: The objective of this study is to investigate whether self‐disclosed disability and self‐reported program access are associated with measures of empathy and burnout in a national sample of US medical students. Methods: The authors obtained data from students who responded to the Association of Medical Colleges (AAMC) Year 2 Questionnaire (Y2Q) in 2019 and 2020. Data included demographic characteristics, personal variables, learning environment indicators, measures of burnout (Oldenburg Burnout Inventory for Medical Students), empathy (Interpersonal Reactivity Index) and disability‐related questions, including self‐reported disability, disability category and program access. Associations between disability status, program access, empathy and burnout were assessed using multivariable logistic regression models accounting for YQ2 demographic, personal‐related and learning environment measures. Results: Overall, 23 898 (54.2%) provided disability data and were included. Of those, 2438 (10.2%) self‐reported a disability. Most medical students with disabilities (SWD) self‐reported having program access through accommodations (1215 [49.8%]) or that accommodations were not required for access (824 [33.8%]). Multivariable models identified that compared with students without disabilities, SWD with and without program access presented higher odds of high exhaustion (1.50 [95% CI, 1.34–1.69] and 2.59 [95% CI, 1.93–3.49], respectively) and lower odds of low empathy (0.75 [95% CI, 0.67–.85] and 0.68 [95% CI, 0.52–0.90], respectively). In contrast, multivariable models for disengagement identified that SWD reporting lack of program access presented higher odds of high disengagement compared to students without disabilities (1.43 [95% CI, 1.09–1.87], whereas SWD with program access did not (1.09 [95% CI, 0.97–1.22]). Conclusions: Despite higher odds of high exhaustion, SWD were less likely to present low empathy regardless of program access, and SWD with program access did not differ from students without disabilities in terms of disengagement. These findings add to our understanding of the characteristics and experiences of SWD including their contributions as empathic future physicians. Meeks et al. demonstrate that program access is essential for the wellbeing of students with disabilities while showing that they may be more empathic physicians. #DocsWithDisabilities [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Disability, program access, empathy and burnout in US medical students: A national study.
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  Data: <searchLink fieldCode="AR" term="%22Meeks%2C+Lisa+M%2E%22">Meeks, Lisa M.</searchLink><br /><searchLink fieldCode="AR" term="%22Pereira‐Lima%2C+Karina%22">Pereira‐Lima, Karina</searchLink><br /><searchLink fieldCode="AR" term="%22Plegue%2C+Melissa%22">Plegue, Melissa</searchLink><br /><searchLink fieldCode="AR" term="%22Jain%2C+Neera+R%2E%22">Jain, Neera R.</searchLink><br /><searchLink fieldCode="AR" term="%22Stergiopoulos%2C+Erene%22">Stergiopoulos, Erene</searchLink><br /><searchLink fieldCode="AR" term="%22Stauffer%2C+Catherine%22">Stauffer, Catherine</searchLink><br /><searchLink fieldCode="AR" term="%22Sheets%2C+Zoie%22">Sheets, Zoie</searchLink><br /><searchLink fieldCode="AR" term="%22Swenor%2C+Bonnelin+K%2E%22">Swenor, Bonnelin K.</searchLink><br /><searchLink fieldCode="AR" term="%22Taylor%2C+Nichole%22">Taylor, Nichole</searchLink><br /><searchLink fieldCode="AR" term="%22Addams%2C+Amy+N%2E%22">Addams, Amy N.</searchLink><br /><searchLink fieldCode="AR" term="%22Moreland%2C+Christopher+J%2E%22">Moreland, Christopher J.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Jun2023, Vol. 57 Issue 6, p523-534. 12p. 4 Charts, 1 Graph.
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  Data: Objective: The objective of this study is to investigate whether self‐disclosed disability and self‐reported program access are associated with measures of empathy and burnout in a national sample of US medical students. Methods: The authors obtained data from students who responded to the Association of Medical Colleges (AAMC) Year 2 Questionnaire (Y2Q) in 2019 and 2020. Data included demographic characteristics, personal variables, learning environment indicators, measures of burnout (Oldenburg Burnout Inventory for Medical Students), empathy (Interpersonal Reactivity Index) and disability‐related questions, including self‐reported disability, disability category and program access. Associations between disability status, program access, empathy and burnout were assessed using multivariable logistic regression models accounting for YQ2 demographic, personal‐related and learning environment measures. Results: Overall, 23 898 (54.2%) provided disability data and were included. Of those, 2438 (10.2%) self‐reported a disability. Most medical students with disabilities (SWD) self‐reported having program access through accommodations (1215 [49.8%]) or that accommodations were not required for access (824 [33.8%]). Multivariable models identified that compared with students without disabilities, SWD with and without program access presented higher odds of high exhaustion (1.50 [95% CI, 1.34–1.69] and 2.59 [95% CI, 1.93–3.49], respectively) and lower odds of low empathy (0.75 [95% CI, 0.67–.85] and 0.68 [95% CI, 0.52–0.90], respectively). In contrast, multivariable models for disengagement identified that SWD reporting lack of program access presented higher odds of high disengagement compared to students without disabilities (1.43 [95% CI, 1.09–1.87], whereas SWD with program access did not (1.09 [95% CI, 0.97–1.22]). Conclusions: Despite higher odds of high exhaustion, SWD were less likely to present low empathy regardless of program access, and SWD with program access did not differ from students without disabilities in terms of disengagement. These findings add to our understanding of the characteristics and experiences of SWD including their contributions as empathic future physicians. Meeks et al. demonstrate that program access is essential for the wellbeing of students with disabilities while showing that they may be more empathic physicians. #DocsWithDisabilities [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1111/medu.14995
    Languages:
      – Code: eng
        Text: English
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        PageCount: 12
        StartPage: 523
    Subjects:
      – SubjectFull: Psychology of medical students
        Type: general
      – SubjectFull: Psychological burnout
        Type: general
      – SubjectFull: Health services accessibility
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Confidence intervals
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      – SubjectFull: Self-evaluation
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      – SubjectFull: People with disabilities
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      – SubjectFull: Logistic regression analysis
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      – SubjectFull: United States
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      – TitleFull: Disability, program access, empathy and burnout in US medical students: A national study.
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              Text: Jun2023
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