Burnout in academia: Pharmacy students’ burnout level during the resumption of in-person classes post-pandemic lockdowns


  • Aldrex Dacawe Saint Louis University, Baguio City, Philippines




Academic burnout, Mental health, Pharmacy education, Pharmacy student, Post-pandemic


Background: As the COVID-19 pandemic gradually recedes, Philippine universities have begun to reopen their campuses to students, marking a return to normalcy. Thus, academic burnout began to manifest among many students, resulting in multiple academic breaks across the country.

Objective: This study aimed to examine the level of academic burnout among pharmacy students from a private university during the reopening of university campuses for in-person classes after pandemic lockdowns.

Methods: The study had a quantitative, descriptive cross-sectional design, and the survey questionnaire included the Copenhagen Burnout Inventory Student version (CBI-S). Descriptive statistics, t-test, and Analysis of Variance (ANOVA), were used to analyse the data.

Results: Of the 318 respondents, 63% (n=202) exhibited moderate academic burnout. In contrast, 11% (n= 34) had low burnout levels, and 26% (n=82) had high burnout levels. Students had a high level of Personal Burnout (M=3.80, SD=0.92) and Studies-Related Burnout (M=3.88, SD=1.00). They also exhibited a moderate level of Classmate-Related Burnout (M=2.69, SD=1.10) and Instructor-Related Burnout (M= 2.87, SD=1.10). Academic burnout levels among the respondents did not show any significant differences based on their living situation.

Conclusion: The impact of shifting academic demands on pharmacy students caused moderate to high levels of academic burnout.


Author Biography

Aldrex Dacawe, Saint Louis University, Baguio City, Philippines

Department of Pharmacy, School of Nursing, Allied Health, and Biological Sciences


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How to Cite

Dacawe, A. (2023). Burnout in academia: Pharmacy students’ burnout level during the resumption of in-person classes post-pandemic lockdowns. Pharmacy Education, 23(1), p. 521–532. https://doi.org/10.46542/pe.2023.231.521532



Research Article