Resident burnout: evaluating the role of the learning environment

BMC Medical Education

Table 3 Comparison (Student’s t-tests) of overall D-RECT scores (learning environment) and D-RECT subscale scores in residents with and without burnout. To adjust for multiple comparisons p values < 0.01 were considered significant

Subscale of the D-RECT	Mean score D-RECT in residents with burnout	Mean score D-RECT in residents without burnout	95% CI for difference	p value
Educational atmosphere	2.31	2.46	−0.04 – 0.33	0.12
Teamwork	2.80	3.02	−0,02 – 0.45	0.07
Role of specialty tutor	2.35^a	2.59^a	0.08 – 0.39	0.003^a
Coaching and assessment	2.06^a	2.53^a	0.26 – 0.66	< 0.001^a
Formal education	2.78	2.99	0,03 – 0.39	0.02
Resident peer collaboration	2.78	2.72	−0.35 – 0.22	0.64
Work is adapted to resident’s competence	3.00	3.06	−0.16 – 0.27	0.61
Accessibility of supervisors	2.95	2.66	−0.54 – − 0.02	0.03
Patient sign-out	2.86	2.85	−0.26 – 0.25	0.91
Overall D-RECT score	2.56^a	2.71^a	0.05 – 0.26	0.006^a

ISSN: 1472-6920