The primary aim of this study is to examine the relationship between Quality of Life (QoL) and burnout risk among physical therapy students at FEU-NRMF during the blended learning period of the COVID-19 pandemic. Secondary objectives include assessing differences in QoL and burnout across demographics such as gender and year level, ultimately informing interventions and support programs to enhance student well-being and reduce burnout.
An analytic cross-sectional design assessed the profiles of 321 Physical Therapy students, comparing burnout levels and QoL by sex and year level. Stratified random sampling selected 265 respondents aged 18 and older who experienced blended learning during the pandemic. Data were collected through an online questionnaire that included demographic information, the World Health Organization Quality of Life-BREF (WHOQOL-BREF), and a modified American Public Works Association Questionnaire for Burnout Risk. Descriptive and inferential statistics, including Fisher’s exact test and independent-sample t-tests, analyzed differences, with data analysis performed using STATA 15.1.
A total of 169 respondents participated, primarily female (60.36%) with a mean age of 21 years (SD 1.67). Most students were at high risk of burnout, with a mean score of 80 (SD 16.8), commonly reporting fatigue and overwhelm. Although females exhibited a higher burnout risk than males, this difference was not significant (p=0.064), nor was there a significant difference across year levels (p=0.249). QoL mean scores were 54.75 (physical health, SD=16.64), 50.55 (psychological health, SD=17.85), 62.14 (social relationships, SD=18.65), and 62.18 (environmental health, SD=17.23). Significant differences were found in the psychological QoL domain by gender (p=0.003) and in the physical QoL domain across year levels (p=0.041), with first-year students scoring lower than fourth-year students (p=0.021).
Physical Therapy students face a high risk of burnout across gender and year levels, highlighting the need for effective student support systems, including mental health resources and mentorship programs. The findings indicate that male students report better psychological QoL compared to females, and similar physical QoL scores are observed between interns and first-year students. Implementing targeted initiatives at FEU-NRMF will foster a healthier learning environment and enhance the overall field of Physical Therapy.
These findings underscore the importance of robust mental health support systems in physiotherapy education. Integrating mental health education and establishing mentorship programs can help students develop resilience and improve QoL. Policymakers should prioritize student well-being by allocating resources for mental health services and promoting balanced workloads. Addressing burnout and enhancing QoL will not only benefit students but also contribute to developing competent healthcare professionals capable of delivering high-quality patient care.
burnout
physical therapy students
