Predictors of Academic Burnout and Poor Examination Performance

Abstract

Background: Medical students are constantly subjected to academic stress, examinations, workload and expectations which can lead to academic burnout, which is an important issue in medical education. Burnout can lead to a decrease in motivation, concentration, learning ability and examination performance.

Objective: To determine the predictors of academic burnout and poor examination performance among medical students.

Methods: This descriptive cross-sectional study was conducted among 92 medical students at HBS Medical and Dental College, Islamabad, Pakistan over a period of six months, from April, 2025 to September, 2025. A non-probability consecutive sampling was chosen for selecting the students. The data were obtained by a structured questionnaire comprising of demographic and academic factors, sleep, perceived stress, academic workload, teacher support, family support, and burnout-related domains. Emotional exhaustion, cynicism and decreased academic efficacy were the three components measured for academic burnout. Examination performance was judged by recent examination score and grouped as either ‘poor' or ‘satisfactory' based on institutional criteria. SPSS was used to analyze the data. Frequencies, percentages, means and standard deviations were computed. The following statistical tests were used: the chi-square test, independent sample t-test, and binary logistic regression. The cut-off value of p < 0.05 was considered to be statistically significant.

Results: Among 92 medical students, high academic burnout was observed in 36 (39.1%), moderate burnout in 32 (34.8%), and low burnout in 24 (26.1%) students. Poor examination performance was found in 33 (35.9%) students. Emotional exhaustion was present in 58 (63.0%) students, cynicism in 47 (51.1%), and reduced academic efficacy in 43 (46.7%). High perceived stress, sleep duration less than six hours, high academic workload, low attendance, and reduced academic efficacy were significantly associated with academic burnout and poor examination performance. Logistic regression showed that high academic burnout, attendance below 75%, reduced study time, perceived stress, and reduced academic efficacy were independent predictors of poor examination performance.

Conclusion: Academic burnout was common among medical students and was significantly associated with poor examination performance. High perceived stress, poor sleep, heavy academic workload, low attendance, and reduced academic efficacy were major predictors. Early identification of students at risk, academic counseling, stress management, sleep hygiene education, and supportive teaching strategies may help reduce burnout and improve academic performance.