CC BY
51
Psychology in Russia: State of the Art Volume 14, Issue 2, 2021
Russian /-¿i^ I Lomonosov Psychological i№ A Moscow State Society ^SW |y|y|| University
Psychometric Properties of the copenhagen Burnout Inventory in a sample of Medical students in Kazakhstan
Aidos K. Bolatov3*, Telman Z. Seisembekov3, Altynay Zh. Askarovaa, Bakhyt Igenbayevaa, Dariga S. Smailovab, Hengameh Hosseinic
a Astana Medical University, Nur-Sultan, Kazakhstan b Kazakhstan's School of Public Health, Almaty, Kazakhstan c University of Scranton, Scranton, PA, USA
* Corresponding author. E-mail: [email protected]
Background. The Copenhagen Burnout Inventory (CBI) has demonstrated good psychometric properties among different populations, but there is no known data on its validity among Russian-speaking medical students. The CBI-Student Survey focuses only on fatigue, but measures exhaustion in four different life domains: Personal Burnout (PB), Studies-Related Burnout (SRB), Colleague-Related Burnout (CRB), and Teacher-Related Burnout (TRB).
objective. To investigate the psychometric properties of the Russian version of the Copenhagen Burnout Inventory-Student Survey (R-CBI-S).
Design. A cross-sectional study was carried out among 771 medical students at Astana Medical University (Nur-Sultan, Kazakhstan). Statistical analyses included test-retest reliability, internal consistency, item analysis, convergent and concurrent validity, and confirmatory factor analysis. Concurrent validity was evaluated by bi-variate correlations of R-CBI-S with anxiety, depression, and satisfaction with the study.
Results. Test-retest reliability showed an ICC of 0.81. All item-total correlations for the total scale were positive (range 0.31-0.76). The Cronbach's alpha coefficient was 0.94 (0.896 for PB, 0.884 for SRB, 0.874 for CRB, and 0.926 for TRB). The Barlett's sphericity test result was significant (p < 0.001), and the KMO measure of sampling adequacy exceeded 0.947. Convergent validity analysis results: PB (AVE = 0.52, CR = 0.87), SRB (AVE = 0.50, CR = 0.87), CRB (AVE = 0.51, CR = 0.86), TRB (AVE = 0.56, CR = 0.88). The R-CBI-S achieved good levels of goodness-of-fit indices (RMSEA = 0.0611; CFI = 0.940; TLI = 0.933).
conclusion. The test results indicated that the R-CBI-S scale appears to be a reliable and valid instrument. The R-CBI-S may be a useful tool in future research to identify burnout factors based on specific life domains for developing effective prevention measures among medical students.
Keywords:
burnout;
medical
students;
Kazakhstan;
Copenhagen
Burnout
Inventory;
validation
ISSN 2074-6857 (Print) / ISSN 2307-2202 (Online) © Lomonosov Moscow State University, 2021 © Russian Psychological Society, 2021 http://psychologyinrussia.com
Introduction
Burnout is a growing epidemic among medical students, which has been shown to have psychological and performance-related detriments (Bullock et al., 2017). Medical students are not only more likely to be burned out compared to the general population, but are increasingly likely to suffer burnout as they advance in their medical training (Dyrbye et al., 2014; Dyrbye et al., 2006). This often leads to significant psychological changes that manifest as depression, insomnia, substance abuse disorders, poor physical health, psychosomatic conditions, relational problems, social withdrawal, and professional dysfunction (Aguiar et al., 2009; Almeida et al., 2016). Burnout can also affect medical students' will to continue to espouse professional qualities, such as honesty, integrity, altruism, and self-regulation (Dyrbye et al., 2010). Based on these findings, it is clear that burnout is a serious problem in the training and professional development of medical students.
Several methods have been developed to study burnout among students, namely the Maslach Burnout Inventory-General Survey for Students (MBI-SS; Maslach, Jackson, & Leiter, 2017), the Oldenburg Burnout Inventory for college students (OL-BI-S; Demerouti & Bakker, 2008), and the Copenhagen Burnout Inventory (CBI) proposed by Kristensen, Borritz, Villadsen, and Christensen (2005). The MBI-SS assesses the prevalence of burnout based on subjects' emotional exhaustion, deperson-alization, and reduced professional satisfaction and effectiveness, as captured by 22 items. The OLBI-S includes two dimensions, exhaustion and disengagement, with the distinction that it captures exhaustion across physical, affective, and cognitive dimensions compared to the single emotional dimension measured by the MBI-SS (Demerouti & Bakker, 2008). By comparison, CBI focuses only on fatigue/emotional exhaustion, but measures the respondent's attribution of this exhaustion to three different life domains: Personal Burnout, Work-Related Burnout, and Client-Related Burnout (Molinero Ruiz, Basart Gómez-Quintero, & Moncada Lluis, 2013). The CBI measures burnout in a more straightforward way (Yeh, Cheng, Chen, Hu, & Kristensen, 2007). According to one systematic review of the CBI and the OLBI, the quality of evidence for sufficient content validity was moderate, while for the MBI it was very low. Moreover, the CBI was more appropriate for valid and reliable use in medical research and practice (Shoman et al., 2021). A systematic review and meta-anal-ysis conducted among midwives showed that the CBI addressed more realistically the levels of physical and mental exhaustion and was very useful (Suleiman-Martos et al., 2020).
In recent years, the CBI has been validated in different countries and study populations, such as university professors and academic staff members at Brazilian public universities (Rocha et al., 2020), an academic healthcare institution sample in the U.S. (Thrush, Gathright, Atkinson, Messias, & Guise, 2020), Greek doctors (Papaefstathiou, Tsounis, Malliarou, & Sarafis, 2019), Iranian nurses (Mahmoudi et al., 2017), Korean homecare workers (Jeon, You, Kim, Kim, & Cho, 2019), and U.S. nurses (Montgomery, Azuero, & Patrician, 2021). In all cases, the CBI demonstrated adequate validity and reliability for measuring burnout. Andrew Chin et al. (2018) investigated the validity of the CBI among Malaysian medical students, but using the original three-dimensional structure. Campos, Carlotto, and Maroco (2013) adapted
the CBI original inventory for students as the CBI-Student Survey, and developed items measuring students' Personal Burnout, Studies-Related Burnout, Colleague-Related Burnout, and Teacher-Related Burnout.
This study aims at evaluating the reliability and validity of the Russian version of the Copenhagen Burnout Inventory-Student Survey (R-CBI-S) in a sample of medical students at the Astana Medical University, Kazakhstan.
Methods Participants
All medical students at any stage of their medical education at Astana Medical University were eligible to participate. Participants were invited via the "messenger" app and the university's information portal, Sirius, to fill out an online questionnaire created on the 1ka platform (www.1ka.si) during the period October-December 2019. The questionnaire was completed by 771 students (response rate 40%). Of the participants, 25.0% were male. Academic year distribution among students was 1 year (218), 2 year (137), 3 year (125), 4 year (62), 5 year (60), and 6 year (169). The average age of the respondent was 20.7 years (ranged in age from 18 to 33).
Procedure
The Copenhagen Burnout Inventory-Student Survey was converted into the Russian language from the original English version using a forward-backward translation process performed by specialists in the field of psychology and language. The final questionnaire was revised based on feedback from a sample of 20 participants through a pilot study.
Data analysis was conducted using Microsoft Excel 2007, SPSS version 20.0, and Jamovi version 1.2.17. A statistically significant difference was accepted at a p-value of less than 5%.
The reliability of the scale (performed on a sample of 20 subjects during a two-week interval) was evaluated using the intraclass correlation coefficient (ICC). According to Koo and Li (2016) ICC values between 0.75 and 0.9 indicate good reliability, and values greater than 0.90 indicate excellent reliability.
Internal consistency was evaluated by the total scale and subscales reliability analysis reflected by Cronbach's alpha coefficient. A Cronbach's alpha coefficient with a value of > 0.7 is acceptable (Taber, 2018). Corrected item-total correlation was carried out.
Convergent validity was checked with average variance extracted (AVE) and composite reliability (CR). Values of 0.5 or more for AVE and 0.6 or more for CR were considered as having significant convergent validity (Kline, 2011). Concurrent validity was evaluated by bivariate correlations of R-CBI-S with anxiety (GAD-7; Spitzer, Kroenke, Williams, & Lowe, 2006), depression (PHQ-9; Kroenke & Spitzer, 2002), and satisfaction with the study.
Construct validity was established by the confirmatory factor analysis (CFA) technique, with Bartlett's test of sphericity and the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy used to test the dataset for factor analysis suitability. The
CFA is used to assess the overall goodness of fit: the Root Mean Square of Error Approximation RMSEA (< 0.08); the Comparative Fit Index CFI (> 0.9); and the Tucker-Lewis Index TLI (> 0.9) (Xia & Yang, 2019).
Questionnaire
The Russian version of the Copenhagen Burnout Inventory was adapted for students. The R-CBI-S consists of 25 items that represent four dimensions: Personal Burnout (PB) — 6 items (numbers 1, 2, 3, 4, 5, and 6), Studies-Related Burnout (SRB) — 7 items (numbers 7, 8, 9, 10, 11, 12, and 13), Colleague-Related Burnout (CRB) — 6 items (numbers 14, 15, 16, 17, 18, and 19), and Teacher-Related Burnout (TRB) — 6 items (numbers 20, 21, 22, 23, 24, and 25). The answers that can be given to each item are "always," "frequently," "sometimes," "rarely," and "never." The scores attributed to these answers are 100, 75, 50, 25, and 0% respectively, with inverse scoring for item 10. For each scale, a total average score was calculated. According to Kristensen's criteria of burnout levels, scores of 50 to 74 are considered moderate, 75-99 high, and a score of 100 is considered severe burnout (Borritz et al., 2006).
Results
The final translated Russian version of the R-CBI-S is presented in Table 1.
The test-retest reliability showed an ICC of 0.81 (CI 95% 0.63-0.94) for the R-CBI-S. The overall Cronbach's alpha coefficient of the R-CBI-S was 0.939 (0.896
Table 1
Russian version of the Copenhagen Burnout Inventory-Student Survey. Cronbach's alpha internal consistency and convergent validity analysis
R-CBI-S
Corrected item-total correlation
a if item deleted
Personal Burnout
Cronbach's alpha = 0.896, AVE = 0.52, CR = 0.87 How often do you feel tired? Как часто Вы чувствуете усталость? How often are you physically exhausted? Как часто Вы физически истощены? How often are you emotionally exhausted? Как часто Вы эмоционально истощены? How often do you think: "I can't take it anymore"? Как часто Вы думаете: «Я не могу больше этого терпеть»? How often do you feel worn out? Как часто Вы чувствуете себя измотанным? 6 How often do you feel weak and susceptible to illness?
Как часто Вы чувствуете себя слабым и восприимчивым к болезни?
1
2
3
4
5
0.599 0.937
0.603 0.937
0.680 0.936
0.700 0.935
0.672 0.936
0.584 0.937
studies-Related Burnout
Cronbach's alpha = 0.884, AVE = 0.50, CR = 0.87
7 Do you feel worn out at the end of the working day? 0 595 0 937
7 0.595 0.937
Чувствуете ли Вы усталость в конце учебного дня?
14
15
16
17
Are you exhausted in the morning at the thought of another day at work?
Вы чувствуете истощенность по утрам от мыслей о новом дне на 0.688 0.935
учебе?
Do you feel that every working hour is tiring for you? Вы чувствуете, что каждый учебный час утомляет Вас? *Do you have enough energy for family and friends during leisure time? *У Вас достаточно энергии для семьи и друзей в свободное время? Are your studies emotionally exhausting? Является ли Ваша учеба эмоционально истощающей? Do your studies frustrate you? Расстраивает ли Вас ваша учеба? 13 Do you feel burnout because of your studies? Вы чувствуете себя выгоревшим из-за учебы
Colleague-Related Burnout
Cronbach's alpha = 0.874, AVE = 0.51, CR = 0.86 Do you find it hard to work with colleagues? Вам тяжело работать с коллегами? Does it drain your energy to work with colleagues? Вы тратите силы на работу с коллегами? Do you find it frustrating to work with colleagues? Вам неприятно работать с коллегами?
Do you feel that you give more than you get back when you work with colleagues?
Вы чувствуете, что отдаете больше, чем получаете, когда работаете с коллегами?
18 Are you tired of working with colleagues? Вы устали работать с коллегами?
Do you sometimes wonder how long you will be able to continue working
19 with colleagues? Вы иногда задаетесь вопросом, как долго вы сможете продолжать работать с коллегами?
Teacher-Related Burnout
Cronbach's alpha = 0.926, AVE = 0.56, CR = 0.88 Do you find it hard to work with teachers? Вам тяжело работать с преподавателем? Does it drain your energy to work with teachers? Вы тратите силы на работу с преподавателем? Do you find it frustrating to work with teachers? Вам неприятно работать с преподавателем?
Do you feel that you give more than you get back when you work with teachers?
Вы чувствуете, что отдаете больше, чем получаете, когда работаете с преподавателем? 24 Are you tired of working with teachers? Вы устали работать с преподавателем?
Do you sometimes wonder how long you will be able to continue working with teachers?
Вы иногда задаетесь вопросом, как долго вы сможете продолжать работать с преподавателем?
20 21 22
23
25
0.703 0.935
0.435 0.939
0.725 0.935
0.643 0.936
0.757 0.934
0.525 0.938
0.308 0.940
0.451 0.939
0.330 0.940
0.496 0.938
0.469 0.938
0.702 0.935
0.589 0.937
0.676 0.936
0.607 0.937
0.728 0.935
0.709 0.935
Note. * Reversed item.
for PB, 0.884 for SRB, 0.874 for CRB, and 0.926 for TRB), which indicates a high level of internal consistency. Corrected item-total correlation is shown in Table 1. All item-total correlations for the total scale were positive (range 0.31-0.76) within the criterion of the item-total correlation greater than 0.30 (DeVellis, 2003).
The Barlett's sphericity test result was significant (p < 0.001), and the KMO measure of sampling adequacy exceeded 0.947. Extracted AVE and CR from convergent validity analysis showed in Table 1. According to the CFA analysis, the model fit of the four-factor R-CBI-S model was confirmed by the indices: x2/df 3.881; RM-SEA = 0.0611; CFI = 0.940; TLI = 0.933, with cumulative variance at 59.5% (by com-
parison, a one-factor model showed x2/df= 17.963; RMSEA = 0.148; CFI = 0.638; TLI = 0.605). Figure 1 shows the factor model. Analysis of the eigenvalues indicated that four factors extracted with values above 1.0 (9.76 for TRB, 2.33 for the CRB, 1.44 for the SRB, and 1.12 for the PB) according to Henson & Roberts (2006).
Table 2
Concurrent validity of the R-CBI-S
Variables (1) (2) (3) (4)
Satisfaction with study (1) -
GAD-7 (2) -0.203 -
PHQ-9 (3) -0.342 0.560 -
R-CBI-S (4) -0.237 0.412 0.419
Note. All correlations are significant atp < 0.001.
Table 2 shows the correlations of the R-CBI-S with other variables. Weak positive correlations were found for R-CBI-S and GAD-7, PHQ-9. Satisfaction with the study was found to be negatively associated with R-CBI-S.
The total R-CBI-S mean score was 39.96, and the mean subscale scores for this sample were 52.62 (PB), 50.93 (SRB), 23.50 (CRB), and 32.77 (TRB).
Discussion
Analysis of the literature showed that burnout is an important component of medical students' mental health, which can affect the learning process and have further professional consequences. A feature of the CBI is that it divides burnout into four components. This makes it possible to identify predictors of burnout covering not only exhaustion, but dividing it into personal, studies-related, colleague-related, and teacher-related burnout, ultimately to draw up a more comprehensive approach to organization of the educational process. We agree with the opinion of Sedlar, Sprah, Tement, and Socan (2015), that before using the scale, one must go through a validation process to obtain the most reliable results.
The purpose of this study was to examine the psychometric properties of the Russian version of the CBI-S. Following adaptation and psychometric tests, this study found that the survey was reliable and valid for assessing burnout among Russian-speaking medical students in Kazakhstan. The ICC analysis showed that the R-CBI-S had high stability within 2 weeks of the test-retest (mean ICC 0.81).
The internal consistencies of the four subscales were satisfactory, with all the Cronbach's alpha values ranging from 0.874 to 0.926, and Cronbach's alpha for R-CBI-S being 0.939. These results are slightly lower than those reported by Campos et al. (2013), with Cronbach's alpha ranging from 0.875 to 0.931, and 0.957 for the CBI-S. The results of the current study present good internal consistency values. The corrected item-total correlation values obtained for the items are relatively high, which demonstrates that the items of R-CBI-S are relatively homogeneous and are measuring the same overall construct.
AVE for all dimensions was equal to or more than 0.5, suggesting an adequate level of convergent validity. The CR values of the R-CBI-S constructs ranged between 0.86 and 0.88, which indicates a high level of convergent validity.
The R-CBI-S was associated with anxiety, depression, and satisfaction with the study, lending support to the scale's concurrent validity. A validated Chinese version of CBI was correlated not only with anxiety and depression, but also with physical distress and social support (Fong, Ho, & Ng, 2013).
The R-CBI-S demonstrated satisfactory construct validity, as tested by CFA. The results indicated that most fit indices were in acceptable ranges. Sufficiency of the model was demonstrated by Bartlett's test of sphericity and the KMO measure.
conclusion
The R-CBI-S appears to be a reliable and valid instrument in measuring medical students' burnout. The instrument could be useful for future efforts to develop an effective preventive intervention for burnout syndrome determination among Russian-speaking medical students.
Ethics statement
The study was approved by the Local Ethics Committee of the NpJSC "Astana Medical University" (extract from protocol No. 3, dated September 20, 2018).
Author contributions
Conceptualization: A.K.B. and A.Zh.A.; Methodology: T.Z.S.; Formal analysis: D.S.S. and A.K.B.; Investigation: B.B.I.; Writing — draft preparation: A.K.B.; Writing — review and editing: H.H.; Supervision: T.Z.S. All authors discussed the results and contributed to the final manuscript.
conflict of Interest
The authors declare no conflict of interest. Acknowledgements
The authors thank the medical students at the Astana Medical University for their participation in this study.
References
Aguiar, S. M., Vieira, A. P. G. F., Vieira, K. M. F., Aguiar, S. M., & Nobrega, J. O. (2009). Prevalence of stress symptoms among medical students. Jornal Brasileiro de Psiquiatria, 58(1), 34-38. https://doi.org/10.1590/S0047-20852009000100005 Almeida, G. de C., Souza, H. R. de, Almeida, P. C. de, Almeida, B. de C., & Almeida, G. H. (2016). The prevalence of burnout syndrome in medical students. Revista de Psiquiatria Clinica, 43(1), 6-10. https://doi.org/10.1590/0101-60830000000072 Andrew Chin, R.W., Chua, Y. Y., Chu, M.N., Mahadi, N. F., Wong, M.S., Yusoff, M.S.B., & Lee, Y.Y. (2018). Investigating validity evidence of the Malay translation of the Copenhagen Burnout Inventory. Journal of Taibah University Medical Sciences, 13(1), 1-9. https://doi.org/10.1016/j.jtumed.2017.06.003
Borritz, M., Rugulies, R., Villadsen, E., Mikkelsen, O.A., Kristensen, T.S., & Bjorner, J.B. (2006). Burnout among employees in human service work: Design and baseline findings of the PUMA study. Scandinavian Journal of Public Health, 34(1), 49-58. https://doi.org/10.1080/14034940510032275 Bullock, G., Kraft, L., Amsden, K., Gore, W., Wimsatt, J., Prengle, R., ... Goode, A. (2017). The prevalence and effect of burnout on graduate healthcare students. Canadian Medical Education Journal, 8(3), e90-108. https://doi.org/10.36834/cmej.36890 Campos, J.A.D.B., Carlotto, M.S., & Maróco, J. (2013). Copenhagen Burnout Inventory - student version: Adaptation and transcultural validation for Portugal and Brazil. Psicologia: Reflexao e Critica, 26(1), 87-97. https://doi.org/10.1590/S0102-79722013000100010 Demerouti, E., & Bakker, A.B.(2008). The Oldenburg Burnout Inventory: A good alternative to measure burnout and engagement. In J. Halbesleben (Ed.), Handbook of stress and burnout in health care (pp. 65-78). Hauppauge, NY: Nova Science Publishers. DeVellis, R.F. (2003). Scale development: Theory and applications. 2nd ed. Thousand Oaks, Calif.: SAGE Publications, Inc.
Dyrbye, L.N., Massie, F.S., Eacker, A., Harper, W., Power, D., Durning, S. J., ... Shanafelt, T.D. (2010). Relationship between burnout and professional conduct and attitudes among US medical students. JAMA - Journal of the American Medical Association, 304(11), 1173-1180. https://doi.org/10.1001/jama.2010.1318 Dyrbye, L.N., Thomas, M.R., Huntington, J.L., Lawson, K.L., Novotny, P.J., Sloan, J.A., & Shanafelt, T.D. (2006). Personal life events and medical student burnout: A multicenter study. Academic Medicine, 81(4), 374-384. https://doi.org/10.1097/00001888-200604000-00010 Dyrbye, L. N., West, C. P., Satele, D., Boone, S., Tan, L., Sloan, J., & Shanafelt, T. D. (2014). Burnout among U.S. medical students, residents, and early career physicians relative to the general U.S. population. Academic Medicine, 89(3), 443-451. https://doi.org/10.1097/ACM.0000000000000134 Fong, T.C.T., Ho, R.T.H., & Ng, S.M. (2014). Psychometric properties of the Copenhagen Burnout Inventory — Chinese version. Journal of Psychology: Interdisciplinary and Applied, 148(3), 255-266. https://doi.org/10.1080/00223980.2013.781498 Henson, R.K., & Roberts, J.K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement. SAGE Publications Inc. https://doi.org/10.1177/0013164405282485 Jeon, G.S., You, S.J., Kim, M.G., Kim, Y.M., & Cho, S.I. (2019). Psychometric properties of the Korean version of the Copenhagen Burnout Inventory in Korean homecare workers for older adults. PLoS ONE, 14(8). https://doi.org/10.1371/journal.pone.0221323 Kline R.B. (2011). Convergence of structural equation modeling and multilevel modeling. In M. Williams & W. P. Vogt (Eds.), The SAGE handbook of innovation in social research methods. London, UK: SAGE Publications Ltd. Koo, T.K., & Li, M.Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155-163. https://doi.org/10.1016/j.jcm.2016.02.012 Kristensen, T. S., Borritz, M., Villadsen, E., & Christensen, K. B. (2005). The Copenhagen Burnout Inventory: A new tool for the assessment of burnout. Work and Stress, 19(3), 192-207. https://doi.org/10.1080/02678370500297720 Kroenke, K., & Spitzer, R.L. (2002). The PHQ-9: A new depression diagnostic and severity measure.
Psychiatric Annals. Slack Incorporated. https://doi.org/10.3928/0048-5713-20020901-06 Mahmoudi, S., Atashzadeh-Shoorideh, F., Rassouli, M., Moslemi, A., Pishgooie, A., & Azimi, H. (2017). Translation and psychometric properties of the Copenhagen Burnout Inventory in Iranian nurses. Iranian Journal of Nursing and Midwifery Research, 22(2), 117-122. https://doi.org/10.4103/1735-9066.205958 Maslach, C., Jackson, S.E., & Leiter, M.P. (2017). Maslach Burnout Inventory manual, 4th ed. Menlo Park, CA: Mind Garden.
Ruiz, E.M., Gómez-Quintero, H. B., & Lluis, S. M. (2013). Validation of the Copenhagen Burnout Inventory to assess professional burnout in Spain. Revista Española de Salud Pública, 87(2), 165-179. https://doi.org/10.4321/S1135-57272013000200006
Montgomery, A.P., Azuero, A., & Patrician, P.A. (2021). Psychometric properties of Copenhagen Burnout Inventory among nurses. Research in Nursing and Health, 44(2), 308-318. https://doi.org/10.1002/nur.22114 Papaefstathiou, E., Tsounis, A., Malliarou, M., & Sarafis, P. (2019). Translation and validation of the Copenhagen Burnout Inventory amongst Greek doctors. Health Psychology Research, 7(1), 15-20. https://doi.org/10.4081/hpr.2019.7678 Rocha, F.L.R., de Jesus, L.C., Marziale, M.H.P., Henriques, S. H., Maroco, J., & Campos, J. A. D. B. (2020). Burnout syndrome in university professors and academic staff members: psychometric properties of the Copenhagen Burnout Inventory-Brazilian version. Psicología: Reflexao e Critica, 33(1). https://doi.org/10.1186/s41155-020-00151-y Sedlar, N., Sprah, L., Tement, S., & Socan, G. (2015). Internal structure of an alternative measure of burnout: Study on the Slovenian adaptation of the Oldenburg Burnout Inventory (OLBI). Burnout Research, 2(1), 1-7. https://doi.org/10.1016/j.burn.2015.02.001 Shoman, Y., Marca, S. C., Bianchi, R., Godderis, L., Van Der Molen, H. F., & Guseva Canu, I. (2021). Psychometric properties of burnout measures: A systematic review. Epidemiology and Psychiatric Sciences, 30, E8. Cambridge University Press. https://doi.org/10.1017/S2045796020001134 Spitzer, R. L., Kroenke, K., Williams, J. B. W., & Lowe, B. (2006). A brief measure for assessing generalized anxiety disorder: The GAD-7. Archives of Internal Medicine, 166(10), 1092-1097. https://doi.org/10.1001/archinte.166.10.1092 Suleiman-Martos, N., Albendín-García, L., Gómez-Urquiza, J. L., Vargas-Román, K., Ramirez-Baena, L., Ortega-Campos, E., & De La Fuente-Solana, E. I. (2020, January 2). Prevalence and predictors of burnout in midwives: A systematic review and meta-analysis. International Journal of Environmental Research and Public Health. MDPI AG. https://doi.org/10.3390/ijerph17020641 Taber, K.S. (2018). The use of Cronbach's alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2 Thrush, C. R., Gathright, M. M., Atkinson, T., Messias, E. L., & Guise, J. B. (2020). Psychometric properties of the Copenhagen Burnout Inventory in an academic healthcare institution sample in the U.S. Evaluation and the Health Professions. https://doi.org/10.1177/0163278720934165 Xia, Y., & Yang, Y. (2019). RMSEA, CFI, and TLI in structural equation modeling with ordered categorical data: The story they tell depends on the estimation methods. Behavior Research Methods, 51(1), 409-428. https://doi.org/10.3758/s13428-018-1055-2 Yeh, W.Y., Cheng, Y., Chen, C.J., Hu, P.Y., & Kristensen, T.S. (2007). Psychometric properties of the Chinese version of Copenhagen Burnout Inventory among employees in two companies in Taiwan. International Journal of Behavioral Medicine, 14(3), 126-133. https://doi.org/10.1007/BF03000183
Original manuscript received September 22, 2020 Revised manuscript accepted May 04, 2021 First published online June 30, 2021
To cite this article: Bolatov, A.K, Seisembekov, T.Z., Askarova, A.Zh., Igenbayeva, B., Smailova, D.S., Hosseini, H. (2021). Psychometric Properties of the Copenhagen Burnout Inventory in a Sample of Medical Students in Kazakhstan. Psychology in Russia: State of the Art, 14(2), 15-24. DOI: 10.11621/ pir.2021.0202
