Factores de riesgo asociados al Síndrome de BURNOUT en estudiantes de Odontología de la Universidad del Valle.

SUMMARYObjective: To determine the risk factorspredisposing to burnout syndrome instudents from Dentistry Program at theUniversity of Valle.Materials and Methods: In this cross-sectional study were enrolled 90 studentsin the period from February to June 2012in the academic program of Dentistry fromthe Universidad del Valle, who attend third,fourth and fifth year. The test Maslach BurnoutInventory (MBI) was applied whichconsists of 22 items with 7 response optionscorresponding to three basic dimensions ofburnout syndrome, emotional exhaustion(AE), depersonalization (D) and reducedpersonal or professional accomplishment(BR). Chi2 test were run for each of thefactors and Kruscal Wallis and ANOVAwere also applied.Results: The fifth graders scored an averageof 5.60 on a scale of depersonalization(D), which was statistically significant,indicating that there is a risk factor presentin this group of students. In this dimensionof depersonalization, values were lowerfor levels 1, 2, 3 and 6 but there was nostatistically significant differences betweenthem. Given the sub-scale of emotionalexhaustion (AE) the highest values wereassociated with socio-economic levels 3,4 and 5.Conclusions: Our results show that the academicload can be a predisposing factor thatimpacts mainly on the depersonalizationand manifests itself at the end of college.Socioeconomic variables, family environment,age, or spend a certain semesterdo not constitute specific risk factors fordevelopment of the syndrome. Key words: Burnout syndrome, emotionalexhaustion, depersonalization, personalaccomplishment.RESUMEN Objetivo: Determinar los factores de riesgo predisponentes alsíndrome de agotamiento laboral (BURNOUT) en estudiantes del Programa de Odontología de laUniversidad del Valle. Materiales y métodos: En este estudio de tipo transversal, se seleccionaron90 estudiantes matriculados en el periodo Febrero-Junio de 2012 en el programa académico deOdontología de la Universidad del Valle, que cursan tercero, cuarto y quinto año. A los sujetosseleccionados se les aplicó El test Maslach Burnout Inventory (MBI) el cual consta de 22 ítems con 7opciones de respuesta que corresponden a tres dimensiones básicas del síndrome de BURNOUT;agotamiento emocional (AE), despersonalización (D) y baja realización personal o profesional (BR).Se realizaron pruebas de Chi2 y pruebas no paramétricas de Kruscal Wallis, y la prueba ANOVA.Resultados: Los estudiantes de quinto año obtuvieron un promedio de 5.60 en la escala dedespersonalización (D), indicando que hay un factor de riesgo presente en este grupo de estudiantes.En esta dimensión, se encontraron los valores más bajos para los estratos 1, 2, 3 y 6 sin embargo nohubo diferencias estadísticamente significativas. Teniendo en cuenta la sub-escala de agotamientoEmocional (AE) los valores más altos se relacionaron con los estratos socio-económicos 3, 4 y 5.Conclusiones: La carga académica puede ser un factor predisponente que impacta principalmente en ladespersonalización y se manifiesta al finalizar la carrera universitaria. Las variablessocio-económicas, el ambiente familiar, la edad o cursar un semestre específico no se constituyeronfactores de riesgo para el desarrollo del síndrome. Palabras clave: Síndrome de BURNOUT, agotamientoemocional, despersonalización, realización personal. SUMMARY Objective: To determine the riskfactors predisposing to burnout syndrome in students from Dentistry Program at the University ofValle. Materials and Methods: In this cross -sectional study were enrolled 90 students in the periodfrom February to June 2012 in the academic program of Dentistry from the Universidad del Valle, whoattend third, fourth and fifth year. The test Maslach Burnout Inventory (MBI) was applied whichconsists of 22 items with 7 response options corresponding to three basic dimensions of burnoutsyndrome, emotional exhaustion (AE), depersonalization (D) and reduced personal or professionalaccomplishment (BR). Chi2 test were run for each of the factors and Kruscal Wallis and ANOVA werealso applied. Results: The fifth graders scored an average of 5.60 on a scale of depersonalization(D), which was statistically significant, indicating that there is a risk factor present in thisgroup of students. In this dimension of depersonalization, values were lower for levels 1, 2, 3 and6 but there was no statistically significant differences between them. Given the sub-scale ofemotional exhaustion (AE) the highest values were associated with socio-economic levels 3, 4 and 5.Conclusions: Our results show that the academic load can be a predisposing factor that impactsmainly on the depersonalization and manifests itself at the end of college. Socioeconomic variables,family environment, age, or spend a certain semester do not constitute specific risk factors fordevelopment of the syndrome