![]() Questionnaire translation and validity assessment No financial incentives were offered for participation in the study. Response to all questions was made mandatory to be considered in the final analysis. Participants were provided 20 min to complete the questionnaire, which was estimated to be adequate based on the pilot study, and the investigators were available for any clarifications required. A Google Form link was shared through E-mail with those who consented to participate. In addition, the students were informed that participation is voluntary, and that the data collected would only be used for this study. Prospective participants were directly approached at the end of lectures and the study purpose was explained. The questionnaire did not collect any identifying information. The academic performance-based questions elicited data regarding variables such as performance in the course, medication intake due to academic stress, and thoughts of quitting the course. Cutoff values for exhaustion and cynicism were individuals above the 66 th percentile, while for academic efficacy, it was individuals below the 33 rdpercentile. The presence of burnout syndrome was determined according to the criteria used by Maslach and Jackson. The instrument has three dimensions: Emotional exhaustion (five items), cynicism (four items), and academic efficacy (six items). MBI-SS is a 15-item tool assessed using a 7-point Likert scale, ranging from 0 (never) to 6 (everyday). The first two parts elicited data regarding sociodemographic characteristics and academic performance, while the third part was the Arabic translated MBI-SS. Therefore, to address the current gaps in literature, this study aimed to translate and validate an Arabic version of the MBI-SS questionnaire as well as examine the psychometric properties of burnout among dental college students at a university from Saudi Arabia.Ī three-part questionnaire in Arabic language was used for this study. However, to the best of the authors’ knowledge, an Arabic version of the MBI-SS questionnaire has not been validated for use among students in Saudi Arabia, which is important because variability in interpretation can result in lower quality data collection. The psychometric domains of the student's scale refer to feeling exhausted because of academic stress, cynicism related to one's study, and feeling professionally incompetent as a student. The MBI–Student Survey (MBI-SS) is an adaptation of the original MBI scale to make it applicable specifically to students. The 22-item MBI Human Services Survey (HSS) scale has been translated into several languages and validated. However, Maslach Burnout Inventory (MBI) developed by Maslach and Jackson in 1981 remains the most frequently used standardized tool to evaluate the burnout syndrome. Several assessment tools are available for measuring burnout. However, to the best of the authors’ knowledge, the overall breadth of evidence regarding burnout among dental students is not sufficient, and no such studies are available from Saudi Arabia. Specifically, in dentistry, dental students have been found to experience considerable levels of stress during their academic and clinical aspects of dental training, which in turn can result in burnout. ![]() Among students, trainees in medicine and nursing are vulnerable groups. In the medical domain, burnout is not only prevalent among doctors and nurses but also among students. Burnout syndrome has three main subcategorization: Exhaustion, which is emotional draining resulting in not being able to work cynicism, which is distancing behaviors toward work, customers, and co-workers and inefficiency, which is feeling of incompetence/inadequacy in performing a task at work. The physical, social, and mental implications of burnout syndrome on the well-being of individuals make it a public health problem. Chronic stress at workplace coupled with inadequate coping mechanisms can result in burnout or work environment syndrome, which can negatively affect the personal and professional lives of individuals.
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