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Burnout in medical school deans: an uncommon problem
Steven G Gabbe1, Lynn E Webb, Donald E Moore
1Vanderbilt University School of Medicine, Nashville, Tennessee 37232-2104, USA. steven.gabbe@vanderbilt.edu
Summary
Medical school deans report moderate burnout levels, with only 2% showing high burnout. Factors like strong support systems and longer service may mitigate job stress.
Area of Science:
- Medical Education
- Leadership Studies
- Occupational Health Psychology
Background:
- Medical school deans hold demanding leadership positions.
- Understanding dean burnout is crucial for institutional stability and success.
- Previous research on burnout in academic leadership is limited.
Purpose of the Study:
- To evaluate burnout levels among U.S. and Canadian medical school deans.
- To investigate the relationship between burnout and dean characteristics such as work hours and support systems.
Main Methods:
- A survey was distributed to 100 medical school deans in September 2006.
- The Maslach Burnout Inventory-Human Services Survey (MBI-HSS) assessed emotional exhaustion, depersonalization, and personal accomplishment.
- Data analysis correlated burnout subscales with demographic and work-related factors.
Main Results:
- A 90% response rate was achieved, with a median age of 60 and 70 work hours/week.
- Key stressors included budget deficits and faculty departures; 33% considered stepping down.
- Moderate emotional exhaustion and depersonalization, with high personal accomplishment, were common; only 2% showed high burnout across all subscales.
Conclusions:
- Despite job demands, high burnout is infrequent among deans.
- Factors like perceived control, self-efficacy, spousal support, longer tenure, and age may protect against burnout.
- These findings suggest targeted support strategies can enhance dean well-being and retention.
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