![]() The fact that MBI produces continuous scores on multiple dimensions of burnout, poses the challenge of translating the continuous scores of the research measure into a dichotomous burnout classification. The main obstacle in defining burnout as a dichotomous phenomenon in epidemiological research is the absence of ubiquitous clinically validated cut-off values to be used for the psychometric assessment tools including MBI-SS. However, the unidimensional approach is criticized due to a number of reasons including the considerable loss of information by combining the dimensions, which have complex associations between themselves and with other variables, and the possible difference in the role of the dimensions in different phases in the process of burnout. MBI-SS, due to its brevity, ease of administration and sound psychometric properties, could be used as an effective screening tool for the assessment of burnout among different student populations.Įven though the multidimensionality of burnout is widely acknowledged, there are theoretical and practical reasons to consider burnout as a single construct such as estimating the prevalence of burnout in a sample and diagnostic purposes in medical practice. The validity and the reliability of different translated versions of the MBI-SS have been established in numerous settings. Since then, MBI-SS has been cited as the most widely used research instrument to assess burnout in different student populations across the globe. ![]() , which is a self-report measure modified from the MBI-General Survey and targeted at identifying the three subscales of burnout, viz., exhaustion (EX), cynicism (CY) and professional efficacy (PE). Though various study instruments have been used to assess burnout among student populations, the first reported literature pertaining to the invention of a specific measure to assess student burnout is the invention of Maslach Burnout Inventory-Student Survey (MBI-SS) by Schaufeli et al. ![]() The most widely accepted definition of student burnout describes student burnout as, “a three-dimensional syndrome that is characterised by feelings of exhaustion due to the demands of studying, a cynical attitude of withdrawal and detachment, and reduced professional efficacy regarding academic requirements”. The study findings broaden the global evidence base pertaining to validated cut-off values of the MBI-SS.Īgainst the backdrop of ever-increasing socio-economic, political and cultural complexities intermingled with educational environments having higher expectations and demands, burnout has emerged as a major problem negatively affecting the well-being of the student populations. Conclusionsīy using the clinically validated cut-off values for the subscale scores and based on the “exhaustion + 1” criterion, the Sinhala translation of the 15-item MBI-SS could be effectively used as a screening tool to assess burnout among collegiate cycle students. The clinically validated cut-off values for the exhaustion, cynicism and reduced professional efficacy subscale scores were 12.5, 7.5 and 10.5 for the respectively. Diagnostic accuracy of the MBI-SS test results based on “exhaustion+ 1” criterion was assessed comparing with the results of the clinical diagnosis. Clinically validated cut-off values for the subscale scores of the MBI-SS test was developed by computing ROC curves, using the clinical diagnosis made by the Consultant Psychiatrist as the reference standard. This prospective validation study was conducted among 194 grade thirteen students in the Kurunegala district, Sri Lanka. ![]() Hence, the present study was aimed at developing clinically validated cut-off values and evaluating the diagnostic accuracy of the Sinhala translation of the 15-item Maslach Burnout Inventory-Student Survey (MBI-SS) in assessing burnout among collegiate cycle students in Sri Lanka. Absence of context-specific clinically validated cut-off values for assessing burnout as a dichotomous phenomenon has hindered the progress of student burnout research with regard to quantifying the magnitude of the problem.
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