Experiences in burnout and empathy among undergraduate radiography students

Burnout and empathy are key factors influencing healthcare professionals' performance, particularly among radiography students, who face the dual challenges of mastering technology and ensuring patient care. This study explores the relationship between burnout and empathy among undergraduate radiography students in the Middle East, with a focus on how empathy varies across different years of study and its correlation with burnout.

A cross-sectional survey was conducted among radiography students from four Middle Eastern countries. Data were collected using the Jefferson Scale of Physician Empathy for Students (JSPE-S) and the Copenhagen Burnout Inventory (CBI). Empathy scores and Burnout was assessed across several few components. Kruskal-Wallis and Pearson's correlation tests were used to explore associations between demographic factors, empathy scores, and burnout levels.

Significant difference in scores for empathy across years of study (p = 0.001), with the lowest empathy recorded among third-year students (mean = 3.81). Burnout was also significantly higher in third-year students. A significant negative correlation was found between empathy and burnout (r = -0.173, p = 0.017), indicating that higher levels of burnout were associated with lower empathy. Burnout was also found to be higher among female students and those from UAE and Saudi Arabia.

This study identifies a critical decline in empathy during the third year of radiography education, coinciding with heightened burnout levels. The negative correlation between empathy and burnout suggests that as stress and burnout increase, students' ability to empathize with patients decreases.

Interventions aimed at reducing burnout and promoting empathy, particularly during high-stress years of radiography education, are essential. Educational programs should focus on communication skills and stress management to ensure students maintain empathy.