Relationship among academic engagement,burnout and student perceptions of curriculum delivery in speech and language therapy students from University of concepcion,Chile

Objective: to relate engagement and academic burnout with curriculum evaluation among speech therapy students. methods: this observational,cross-sectional study was conducted at the end of the first academic semester for each level and at the end of a theoretical class in order to ensure the maximum participation rate at the university of concepción,concepción,chile,and comprised students of a speech and language therapy programme. curriculum evaluation scale,academic engagement and academic burnout questionnaires were used. stata se 11 was used for statistical analysis. results: of the 200 participants,157(78.50%) were women and 43(21.50%) men. the overall mean age was 20.81±2.15 years (range: 18-30 years). emotional burnout was inversely correlated with the evaluation of teaching and evaluation methods,distribution of fields,teaching team and achievement of objectives (p<0.05 each). depersonalisation was inversely associated with the distribution of teaching and learning activities (r=-0.13; p<0.05). lack of personal accomplishment was also significantly and statistically associated with seven out of the eight factors of the curriculum evaluation scale (p<0.05 each). involvement in studies was statistically and significantly related to all factors (p<0.05 each),except the achievement of objectives. finally,satisfaction with studies was directly,statistically and significantly related to six of the eight factors (p<0.05 each). conclusion: a more positive evaluation of the academic curriculum was associated with lower levels of burnout and higher levels of academic engagement. © 2017,pakistan medical association. all rights reserved.