Objective To examine the association between professional identity and learning burnout among students in a high vocational medical school.
Methods Totally 680 students of five majors were selected from a high vocational medical school and interviewed using a six-dimension professional identity questionnaire and a three-dimension learning burnout scale. Statistical analysis included ANOVA analysis, correlation analysis, and multi-linear regression methods.
Results The results of ANOVA analysis showed that scores of professional identity and learning burnout varied significantly among students categorized by different individual characterizations (P<0.01). The results of correlation analysis indicated the Pearson correlation coefficient between professional identity and learning burnout was-0.483 and the Pearson correlation coefficients between professional identity and three dimensions of learning burnout (emotional burnout, development burnout, and behavioral burnout) was-0.430,-0.539, and-0.270, respectively. The multi-linear regression analysis results showed that some dimensions of professional identity had a negative correlation with each dimension of learning burnout.
Conclusion Professional identity negatively predict learning burnout and is varied with individual factors, such as major, enrollment year. Improving professional indentity may help reduce learning burnout of the high medical vocational school students.
DownLoad: