The relationship between academic burnout and suicidal ideation in medical students: Examining the mediating role of repetitive negative thinking and social isolation

Background. Academic burnout and suicidal ideation are prevalent among medical students, prompting research into their relationship. However, the mechanisms that mediate this connection are underexplored. This study aims to investigate the structural model linking academic burnout and suicidal ideation, focusing on the mediating roles of repetitive negative thinking and social isolation. Method. The study employed a descriptive-correlational method with 400 medical students from Shiraz University of Medical Sciences during the 1403-1404 academic year. Participants were selected through multistage random sampling and completed informed consent forms prior to filling out the Beck Suicidal Ideation Questionnaire, Maslach Burnout Inventory, Perseverative Thinking Questionnaire, and Berkman-Syme Social Network Index. Results. The results indicated that academic burnout does not have a direct significant relationship with suicidal ideation. However, it has a significant indirect effect on suicidal ideation through two mediating pathways: repetitive negative thinking and social isolation. Conclusion. These findings suggest that suicidal ideation among medical students is a multifactorial issue resulting from the interplay of academic pressures, maladaptive cognitive processes, and social factors. Therefore, it is crucial to design comprehensive and gender-sensitive preventive interventions aimed at reducing burnout, altering negative thinking patterns, and strengthening social connections.