BURNOUT AND ENGAGEMENT IN MEDICAL EDUCATION: A LONGITUDINAL ANALYSIS OF DEMANDS, RESOURCES, AND PERSONALITY TRAITS

Objective Burnout is a growing concern in medical education. Despite the increasing interest in this topic, there is a lack of longitudinal studies capturing when individuals are most at risk and which factors contribute to burnout and engagement throughout training. Further, existing studies rarely consider the combined role of demands, resources, and personality traits over time. This study aims to assess the evolution of burnout and engagement across different stages of medical training, and to identify key moments and risk factors that may influence these outcomes. Material and Methods A longitudinal survey was conducted among medical students and postgraduate medical trainees (n = 1,257) across five universities in Flanders, Belgium. Using an open cohort design, data were collected annually at three time points (T0, T1, T2). Linear mixed-effects models, t-tests and cross-lagged panel analyses examined relationships between burnout dimensions, engagement, and risk factors. Results Results indicated significant increases in burnout dimensions and lower levels of engagement in later stages of medical education. High perceived workload and work-home conflict were identified as key demands, while meaningfulness and learning opportunities were key resources. Furthermore, neuroticism and perfectionistic concerns were positively associated with burnout and negatively with engagement, while perfectionistic strivings demonstrated the opposite pattern. Conclusion Burnout increases throughout medical education, with work-home conflict, lack of meaningfulness and high neuroticism among the key determinants. Effective interventions that reduce these demands and strengthen these resources are crucial for mitigating burnout and stimulating engagement among medical students and postgraduate medical trainees.