Date of Award
5-1-2026
Document Type
Dissertation
Degree Name
Ed.D. in Education
First Advisor
George McClellan
Second Advisor
Macey Edmondson
Third Advisor
KB Melear
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
This three-manuscript dissertation examines the relationship between co-curricular programming and burnout among Doctor of Medicine (MD) students at the University of Mississippi Medical Center (UMMC), situating the issue within broader concerns about physician well-being and institutional responsibility.
Manuscript I establishes the conceptual and empirical foundation for the study by reviewing the prevalence, consequences, and theoretical framing of burnout in medical education. Drawing on Maslach’s three-dimensional model of burnout—emotional exhaustion, depersonalization, and reduced personal accomplishment—and Astin’s Student Involvement Theory, the manuscript situates co-curricular engagement as a potential protective factor against distress. The literature review highlights alarming rates of depression, suicidal ideation, and substance use among medical students, underscoring the urgency of proactive institutional interventions. The Stanford Model of Professional Fulfillment further frames the study by emphasizing a culture of wellness, efficiency of practice, and personal resilience as essential components of sustainable well-being.
Manuscript II outlines a quantitative, post-positivist methodology using a cross-sectional, correlational design to examine associations between participation in co-curricular programming and burnout levels. Burnout is measured using the Maslach Burnout Inventory–Student Survey (MBI-SS), alongside a custom scale assessing awareness, utilization, and perceived value of co-curricular offerings. Data analysis includes descriptive statistics, Pearson correlations, and regression modeling to identify relationships and predictive trends. Ethical considerations, equity in access, and limitations—such as self-selection bias and lack of longitudinal data—are addressed. Results will inform decisions regarding program sustainability, funding, and potential redesign.
Manuscript III translates findings into leadership action, positioning survey data as a catalyst for institutional dialogue and systemic change. Grounded in Adaptive and Servant Leadership frameworks, the manuscript emphasizes transparency, stakeholder engagement, and continuous improvement. Burnout is framed as a systems-level issue rather than an individual deficit, prompting targeted interventions aligned with student developmental stages. Collectively, the three manuscripts advance a data-informed, ethically grounded, and equity-focused approach to cultivating medical student well-being and institutional accountability.
Recommended Citation
Williams, Lauren, "Examining the Relationship Between Co-Curricular Programming and Burnout Among Medical Students at An Academic Medical Center" (2026). Electronic Theses and Dissertations. 8881.
https://egrove.olemiss.edu/etd/8881