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Background <p>Burnout is a growing concern among postgraduate students due to sustained academic and clinical demands. Characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment, burnout negatively affects mental well-being, academic performance, and quality of patient care. Although high levels of burnout have been reported among postgraduate trainees globally, evidence from Uganda, particularly at Mbarara University of Science and Technology (MUST), remains limited. This study aimed to determine the prevalence of burnout and identify associated factors among postgraduate students at MUST, Uganda.</p> Methods <p>A cross-sectional study was conducted among 193 postgraduate students. Burnout was measured using the Maslach Burnout Inventory-Human Services Survey (MBI-HSS), comprising emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) subscales. Burnout syndrome was defined as high EE (&gt; 26), high DP (&gt; 9), and low PA (≤ 33) according to established MBI cut-offs. Bivariable and multivariable logistic regression analyses were performed to identify factors independently associated with burnout, with results reported as odds ratios (ORs) with 95% confidence intervals and statistical significance set at <i>p</i> &lt; 0.05.</p> Results <p>Theprevalence of burnout syndrome among postgraduate students was 13.5% (95% CI 8.9–19.8). Burnout was independently associated with a history of academic retakes (AOR = 7.85; 95% CI 2.43–27.84; p ≤ 0.001) and working without study leave (AOR = 7.29; 95% CI 1.06–44.32; <i>p</i> = 0.044).</p> Conclusion <p>Burnout was observed among a notable proportion of postgraduate students at MUST and was significantly associated with academic retakes and employment without study leave, highlighting the impact of academic progression challenges and work–study imbalance on student well-being. Early identification and targeted institutional interventions are needed to support postgraduate students and reduce burnout risk.</p>

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Burnout and associated factors among postgraduate students at Mbarara University of Science and Technology in Southwestern Uganda

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月25日

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  • Joyce Namwase,
  • Ronald Ouma Omolo,
  • Grorious Katushabe,
  • Rodgers Turyamusiima,
  • Timothy Byaruhanga,
  • Marven Robert Ruyonga,
  • Samuel Maling,
  • Godfrey Zari Rukundo

摘要

Background

Burnout is a growing concern among postgraduate students due to sustained academic and clinical demands. Characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment, burnout negatively affects mental well-being, academic performance, and quality of patient care. Although high levels of burnout have been reported among postgraduate trainees globally, evidence from Uganda, particularly at Mbarara University of Science and Technology (MUST), remains limited. This study aimed to determine the prevalence of burnout and identify associated factors among postgraduate students at MUST, Uganda.

Methods

A cross-sectional study was conducted among 193 postgraduate students. Burnout was measured using the Maslach Burnout Inventory-Human Services Survey (MBI-HSS), comprising emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) subscales. Burnout syndrome was defined as high EE (> 26), high DP (> 9), and low PA (≤ 33) according to established MBI cut-offs. Bivariable and multivariable logistic regression analyses were performed to identify factors independently associated with burnout, with results reported as odds ratios (ORs) with 95% confidence intervals and statistical significance set at p < 0.05.

Results

Theprevalence of burnout syndrome among postgraduate students was 13.5% (95% CI 8.9–19.8). Burnout was independently associated with a history of academic retakes (AOR = 7.85; 95% CI 2.43–27.84; p ≤ 0.001) and working without study leave (AOR = 7.29; 95% CI 1.06–44.32; p = 0.044).

Conclusion

Burnout was observed among a notable proportion of postgraduate students at MUST and was significantly associated with academic retakes and employment without study leave, highlighting the impact of academic progression challenges and work–study imbalance on student well-being. Early identification and targeted institutional interventions are needed to support postgraduate students and reduce burnout risk.