Race, ethnicity, and medical student well-being in the United States

Liselotte (Lotte) Dyrbye, Matthew R. Thomas, Anne Eacker, William Harper, F. Stanford Massie, David V. Power, Mashele Huschka, Paul J. Novotny, Jeff A Sloan, Tait D. Shanafelt

Research output: Contribution to journalArticle

125 Citations (Scopus)

Abstract

Background: Little is known about the training experience of minority medical students. We explore differences in the prevalence of burnout, depressive symptoms, and quality of life (QOL) among minority and nonminority medical students as well as the role race/ethnicity plays in students' experiences. Methods: Medical students (N = 3080) at 5 medical schools were surveyed in 2006 using validated instruments to assess burnout, depression, and QOL. Students were also asked about the impact of race/ethnicity on their training experience. Results: The response rate was 55%. Nearly half of students reported burnout (47%) and depressive symptoms (49%). Mental QOL scores were lower among students than among the age-matched general population (43.1 vs 47.2; P < .001). Prevalence of depressive symptoms was similar regardless of minority status, but more nonminority students had burnout (39% vs 33%; P < .03). Minority students were more likely to report that their race/ethnicity had adversely affected their medical school experience (11% vs 2%; P < .001) and cited racial discrimination, racial prejudice, feelings of isolation, and different cultural expectations as causes. Minority students reporting such experiences were more likely to have burnout, depressive symptoms, and low mental QOL scores than were minority students without such experiences (all P < .05). Conclusions: Symptoms of distress are prevalent among medical students. While minorities appear to be at lower risk for burnout than nonminority students, race does contribute to the distress minority students do experience. Additional studies are needed to define the causes of these perceptions and to improve the learning climate for all students.

Original languageEnglish (US)
Pages (from-to)2103-2109
Number of pages7
JournalArchives of Internal Medicine
Volume167
Issue number19
DOIs
StatePublished - Oct 22 2007

Fingerprint

Medical Students
Students
Depression
Quality of Life
Racism
Medical Schools
Climate
Emotions
Learning

ASJC Scopus subject areas

  • Internal Medicine

Cite this

Dyrbye, L. L., Thomas, M. R., Eacker, A., Harper, W., Massie, F. S., Power, D. V., ... Shanafelt, T. D. (2007). Race, ethnicity, and medical student well-being in the United States. Archives of Internal Medicine, 167(19), 2103-2109. https://doi.org/10.1001/archinte.167.19.2103

Race, ethnicity, and medical student well-being in the United States. / Dyrbye, Liselotte (Lotte); Thomas, Matthew R.; Eacker, Anne; Harper, William; Massie, F. Stanford; Power, David V.; Huschka, Mashele; Novotny, Paul J.; Sloan, Jeff A; Shanafelt, Tait D.

In: Archives of Internal Medicine, Vol. 167, No. 19, 22.10.2007, p. 2103-2109.

Research output: Contribution to journalArticle

Dyrbye, LL, Thomas, MR, Eacker, A, Harper, W, Massie, FS, Power, DV, Huschka, M, Novotny, PJ, Sloan, JA & Shanafelt, TD 2007, 'Race, ethnicity, and medical student well-being in the United States', Archives of Internal Medicine, vol. 167, no. 19, pp. 2103-2109. https://doi.org/10.1001/archinte.167.19.2103
Dyrbye, Liselotte (Lotte) ; Thomas, Matthew R. ; Eacker, Anne ; Harper, William ; Massie, F. Stanford ; Power, David V. ; Huschka, Mashele ; Novotny, Paul J. ; Sloan, Jeff A ; Shanafelt, Tait D. / Race, ethnicity, and medical student well-being in the United States. In: Archives of Internal Medicine. 2007 ; Vol. 167, No. 19. pp. 2103-2109.
@article{6dea8f501d644d818d1d21895fb04eb2,
title = "Race, ethnicity, and medical student well-being in the United States",
abstract = "Background: Little is known about the training experience of minority medical students. We explore differences in the prevalence of burnout, depressive symptoms, and quality of life (QOL) among minority and nonminority medical students as well as the role race/ethnicity plays in students' experiences. Methods: Medical students (N = 3080) at 5 medical schools were surveyed in 2006 using validated instruments to assess burnout, depression, and QOL. Students were also asked about the impact of race/ethnicity on their training experience. Results: The response rate was 55{\%}. Nearly half of students reported burnout (47{\%}) and depressive symptoms (49{\%}). Mental QOL scores were lower among students than among the age-matched general population (43.1 vs 47.2; P < .001). Prevalence of depressive symptoms was similar regardless of minority status, but more nonminority students had burnout (39{\%} vs 33{\%}; P < .03). Minority students were more likely to report that their race/ethnicity had adversely affected their medical school experience (11{\%} vs 2{\%}; P < .001) and cited racial discrimination, racial prejudice, feelings of isolation, and different cultural expectations as causes. Minority students reporting such experiences were more likely to have burnout, depressive symptoms, and low mental QOL scores than were minority students without such experiences (all P < .05). Conclusions: Symptoms of distress are prevalent among medical students. While minorities appear to be at lower risk for burnout than nonminority students, race does contribute to the distress minority students do experience. Additional studies are needed to define the causes of these perceptions and to improve the learning climate for all students.",
author = "Dyrbye, {Liselotte (Lotte)} and Thomas, {Matthew R.} and Anne Eacker and William Harper and Massie, {F. Stanford} and Power, {David V.} and Mashele Huschka and Novotny, {Paul J.} and Sloan, {Jeff A} and Shanafelt, {Tait D.}",
year = "2007",
month = "10",
day = "22",
doi = "10.1001/archinte.167.19.2103",
language = "English (US)",
volume = "167",
pages = "2103--2109",
journal = "JAMA Internal Medicine",
issn = "2168-6106",
publisher = "American Medical Association",
number = "19",

}

TY - JOUR

T1 - Race, ethnicity, and medical student well-being in the United States

AU - Dyrbye, Liselotte (Lotte)

AU - Thomas, Matthew R.

AU - Eacker, Anne

AU - Harper, William

AU - Massie, F. Stanford

AU - Power, David V.

AU - Huschka, Mashele

AU - Novotny, Paul J.

AU - Sloan, Jeff A

AU - Shanafelt, Tait D.

PY - 2007/10/22

Y1 - 2007/10/22

N2 - Background: Little is known about the training experience of minority medical students. We explore differences in the prevalence of burnout, depressive symptoms, and quality of life (QOL) among minority and nonminority medical students as well as the role race/ethnicity plays in students' experiences. Methods: Medical students (N = 3080) at 5 medical schools were surveyed in 2006 using validated instruments to assess burnout, depression, and QOL. Students were also asked about the impact of race/ethnicity on their training experience. Results: The response rate was 55%. Nearly half of students reported burnout (47%) and depressive symptoms (49%). Mental QOL scores were lower among students than among the age-matched general population (43.1 vs 47.2; P < .001). Prevalence of depressive symptoms was similar regardless of minority status, but more nonminority students had burnout (39% vs 33%; P < .03). Minority students were more likely to report that their race/ethnicity had adversely affected their medical school experience (11% vs 2%; P < .001) and cited racial discrimination, racial prejudice, feelings of isolation, and different cultural expectations as causes. Minority students reporting such experiences were more likely to have burnout, depressive symptoms, and low mental QOL scores than were minority students without such experiences (all P < .05). Conclusions: Symptoms of distress are prevalent among medical students. While minorities appear to be at lower risk for burnout than nonminority students, race does contribute to the distress minority students do experience. Additional studies are needed to define the causes of these perceptions and to improve the learning climate for all students.

AB - Background: Little is known about the training experience of minority medical students. We explore differences in the prevalence of burnout, depressive symptoms, and quality of life (QOL) among minority and nonminority medical students as well as the role race/ethnicity plays in students' experiences. Methods: Medical students (N = 3080) at 5 medical schools were surveyed in 2006 using validated instruments to assess burnout, depression, and QOL. Students were also asked about the impact of race/ethnicity on their training experience. Results: The response rate was 55%. Nearly half of students reported burnout (47%) and depressive symptoms (49%). Mental QOL scores were lower among students than among the age-matched general population (43.1 vs 47.2; P < .001). Prevalence of depressive symptoms was similar regardless of minority status, but more nonminority students had burnout (39% vs 33%; P < .03). Minority students were more likely to report that their race/ethnicity had adversely affected their medical school experience (11% vs 2%; P < .001) and cited racial discrimination, racial prejudice, feelings of isolation, and different cultural expectations as causes. Minority students reporting such experiences were more likely to have burnout, depressive symptoms, and low mental QOL scores than were minority students without such experiences (all P < .05). Conclusions: Symptoms of distress are prevalent among medical students. While minorities appear to be at lower risk for burnout than nonminority students, race does contribute to the distress minority students do experience. Additional studies are needed to define the causes of these perceptions and to improve the learning climate for all students.

UR - http://www.scopus.com/inward/record.url?scp=35649023844&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=35649023844&partnerID=8YFLogxK

U2 - 10.1001/archinte.167.19.2103

DO - 10.1001/archinte.167.19.2103

M3 - Article

VL - 167

SP - 2103

EP - 2109

JO - JAMA Internal Medicine

JF - JAMA Internal Medicine

SN - 2168-6106

IS - 19

ER -