Burnout and Its Relation to Emotion Dysregulation and Social Cognition among Female Interns and Undergraduate Dental Students at King Khalid University

• Published in: Applied sciences Vol. 12; no. 3; p. 1588
• Main Authors: Chalikkandy, Sandeepa, Alhifzi, Raghad Sulaiman Abdulkhalig, Asiri, Malak Ali Yahya, Alshahrani, Raghad Saeed A., Saeed, Wejdan Nasser Ali, Alamri, Sara Ghorman
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01-02-2022
• Subjects: Burnout; Cognition & reasoning; COVID-19; Dental schools; Dentistry; Domains; emotional regulation; Emotions; Measuring instruments; Occupational health; Questionnaires; social cognition; Social interactions; Statistical analysis; Students; Undergraduate study; Saudi Arabia
• ISSN: 2076-3417; 2076-3417
• DOI: 10.3390/app12031588

Background: Burnout is a state of vital exhaustion that has a high global prevalence among dental professionals. Yet the early diagnosis of this syndrome is challenging due to its multidimensional nature. Aim: To assess burnout and its relation to emotional dysregulation and social cognition among undergraduate dental students. Methods: We mailed 148 self-administered questionnaires to all interns and undergraduate dental students belonging to the College of Dentistry’s female campus at King Khalid University, Saudi Arabia. A questionnaire was designed comprising three measuring instruments of psychological inventories to assess work-related stress, namely, burnout (Copenhagen burnout inventory questionnaire (CBI)), emotional dysregulation (emotion regulation questionnaire (ERQ)), and social cognition (interpersonal reactivity index (IRI)). We examined the difference in burnout between two cohorts (interns and undergraduates) using Student’s ‘t’ test and the association between emotional regulation/social cognition domains using Pearson’s correlation. Results: Among the participants, around 70% obtained higher scores than the cut-off points for personal and work-related domains in both groups. There was no statistically significant difference in burnout domain between the two cohorts (p > 0.05; Cohen d < 0.3). A negative correlation existed between burnout and emotion regulation, i.e., higher burnout score is associated with lesser cognitive reappraisal and more expressive suppression (CBI—personal burnout r = −0.251; r = −0.220 respectively). Social cognitive scores had various associations among interns and undergraduates, with personal distress being significantly associated with greater burnout levels among both groups (p < 0.05). Conclusions: The present study revealed significantly elevated burnout levels among both interns and undergraduate students. Emotional dysfunction and social cognition assessment can be a valuable adjunct in identifying this erosive syndrome. Early recognition and primordial prevention targeting burnout are strongly recommended.