Sir, relatively few dental professionals or dental students are alert to the signs, symptoms, implications and best means to avoid burnout. In a study by Denton et al.1 18.5% of dentists were found to have existing or previous signs of burnout in two of the three diagnostic domains. Students are at just as much risk, with a recent survey of medical students reporting that one in three had experienced a mental health problem while at university.2 Worryingly, more than 80% felt that the support for such issues at university was poor or moderately adequate.

Burnout is described as comprising three dimensions: increased emotional exhaustion – fatigue caused by the stress of work; increased depersonalisation, with the development of negative and cynical attitudes; and reduced levels of personal accomplishment, accompanied by feelings of diminishing competence and self-achievement. According to the systematic review by Singh et al.,3 the risk factors for burnout in dental professionals are younger age, being male, certain personality types, participation in clinical degree programmes, long working hours and high levels of stress and responsibility.

The key to the management of burnout is early identification and prompt, effective intervention. Unfortunately, many individuals susceptible to and suffering from burnout work long hours under large amounts of stress, with little, if any time to recognise that they need help or seek support. Resting – taking time out, rather than just reducing working hours, is widely accepted as being an effective treatment.

Tackling burnout at the student level has many advantages in helping to equip students with life skills, which they can carry into their professional career. Dental schools should, if they are not already doing so, adopt the following measures to reduce the incidence of burnout amongst their students:

  1. 1

    Have realistic expectations of students in designing and revising the undergraduate curriculum to meet university and regulatory requirements

  2. 2

    Educate students and staff on the risk factors, signs and symptoms of burnout

  3. 3

    In the regular monitoring of students, pay special attention to assessing and identifying any signs and symptoms of burnout

  4. 4

    Provide opportunity, and encourage students to develop a work-life balance, which enables them to maintain their endurance, energy and commitment.

Susceptibility to burnout may be measured using simple questionnaires: the 22-question MBI (healthcare specific format) or the 30-question ProQOL. Both require low student compliance being readily administered at, for example, the end of a lecture or clinical session. Keeping records of scores may help identify the possible onset of depersonalisation in individuals and the need to take action, possibly helping a student avoid burnout. Such scores may be used also by students for self-reflection on their work-life balance and the management of their studies. The major advantage is the empowering of the student to self-diagnose and manage any symptoms of burnout.