Changes in Burnout and Other Types of Emotional Distress Among KUSM Medical Students Between 2019 and 2025
DOI:
https://doi.org/10.17161/kjm.vol19.25804Keywords:
professional burnout, medical students, depression, fatigue, mental healthAbstract
Background. Burnout among medical students is associated with depression, fatigue, suicidal ideation, and impaired academic performance. Authors evaluated changes in burnout and well-being among medical students at the University of Kansas School of Medicine (KUSM) between 2019 and 2025 and explored students’ perspectives on promoting wellness.
Methods. A repeated cross-sectional, anonymous online survey was administered to all KUSM medical students in 2025. Measures included burnout, depression, fatigue, quality of life, general health, suicidal ideation, and open-ended wellness questions. Quantitative findings were compared with a similar 2019 survey. Bivariate analyses, multivariable logistic regression, and thematic analysis were performed.
Results. Of 808 eligible students, 295 participated (36.5%) and 288 completed the survey (response rate, 35.6%). Overall burnout prevalence remained similar to 2019 (43.4% vs. 48.0%), although depersonalization decreased significantly (16.3% vs. 26.5%; p=0.002). Depression remained common (40.4%), while fatigue worsened significantly (p=0.018). Overall, 7.6% of respondents reported suicidal ideation during the previous 12 months. Burnout was significantly associated with depression, fatigue, and suicidal ideation (all p <0.001). Third-year students had the highest rates of psychological distress and more than twice the odds of screening positive for depression than first-year students (aOR, 2.13; 95% CI, 1.04-4.36). Qualitative analysis identified 10 themes, with students attributing burnout primarily to insufficient time, limited flexibility, excessive workload, and reduced autonomy.
Conclusions. Burnout remains highly prevalent among medical students and is closely associated with depression, fatigue, and suicidal ideation. Students emphasized the need for system-level interventions that increase flexibility, protected time, and autonomy to improve learner well-being.
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Copyright (c) 2026 Samuel Ofei-Dodoo, Ph.D., MPA, M.A., CPH, Rosey Zackula, M.A.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles in the Kansas Journal of Medicine are licensed under the terms of the Creative Commons Attribution Non-Commercial No Derivatives License (CC-BY-NC-ND 4.0).
