Published In

Analysis in Brief

Document Type

Article

Publication Date

2-2019

Abstract

Healthy, happy, and engaged physicians are critical to a healthy U.S. population. Yet, recent studies have found that the percentage of U.S. physicians reporting burnout has been increasing over the past two decades. Currently, almost half of U.S. physicians report at least one symptom of burnout. Included among these physicians are medical school faculty who play key roles in the health of our nation by training medical students and residents to deliver patient centered health care, by conducting research on new treatments and innovative health care delivery methods, and by meeting the ever-increasing demand for high-quality clinical care in local communities. Research on physician burnout reveals that the percentage of physicians reporting burnout is similar for academic faculty based in clinical departments at LCME-accredited medical schools and U.S. physicians at large.

Some medical school faculty focus primarily on clinical care activities, and others, on research and education. Although the faculty who focus on research and education are found in both clinical and basic science departments, there is a dearth of research about burnout in this group. Research suggests that the unique, mission focused roles of all academic medicine faculty are stressful. Most faculty at medical schools perform a variety of roles, including educator, administrator, clinician, and researcher. Exploring the relationship between the primary role (e.g., clinician) and burnout will advance understanding of faculty stress. Given that limited education resources are in place for faculty at medical schools and that there is unprecedented competition for research funding, both of which can amplify stress for faculty, the need to study and understand burnout is acute. Research has shown that certain interventions are associated with reductions in burnout, but that organization directed interventions are rare.

This Analysis in Brief (AIB) provides a snapshot of burnout in three types of faculty at U.S. medical schools: faculty in clinical departments providing patient care, faculty in clinical departments providing no patient care, and faculty in basic science departments. This study examines the prevalence of reported burnout in each of those groups and in specific departments and explores the relationship between burnout and faculty engagement. Results can inform institutional interventions that address workplace and organizational factors contributing to burnout, as well as individual interventions that promote faculty wellness and resiliency.

Persistent Identifier

https://archives.pdx.edu/ds/psu/27840

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