navigating academic burnout: insights from health information technology students at shiraz university of medical sciences in 2023

Introduction:academic burnout impacts students’ mental health, academic achievement,and involvement in education. this research aimed to evaluate academic burnout amonghealth information technology students and identify its associated factors. the results couldguide interventions to decrease burnout and enhance students’ well being.methods:in this cross sectional study conducted in 2023, students studying healthinformation technology at shiraz university of m edical sciences were invited to fill out a22 item questionnaire (6 demographic items and 15 item maslach et al.’s academic burnoutquestionnaire). data were collected through a census method and analyzed via spss software(version 26). bivariate analyses were conducted using the kruskal wallis and mann whitneyu tests, with a significance level set at a p value below 0.05.results:in total, 99 health information technology students with a mean age of 22.28± 4.4years participated in this study. bsc students had the highest total academic burnoutscore (61.34±11.22), significantly exceeding those of msc (53.50±3.17) and phd students(52.20± furthermore, academic burnout scores for students enrolled from 2019 to 2021were higher than those of stu dents who enrolled in 2022. the average academic burnout scoreacross all students was 60.17±10.76, indicating a moderate level of burnout. furthermore,age, marital status, residence in the university location, educational level, and the year ofenrollment were significantly associated with the total mean score of academic burnout.conclusion:given the moderate level of academic burnout among health informationtechnology students, policymakers are recommended to implement immediate interventionsto create a supportive educational environment for them.