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Fired Up or Burned Out: The Relationship Between Self-Efficacy and Burnout Among Physician Assistant Program
1Dep. of Physician Assistant Studies, New York Institute of Technology, Riland Center, Room 351, Long Island Campus, Northern Blvd PO Box 8000, Old Westbury, NY 11568, USA. Tel 516-686-1248. cwolf01@nyit.edu.
Purpose:
The purpose of this study was to identify the relationship between perceived self-efficacy and burnout among physician assistant (PA) educators. Additionally, the effect of gender, educator position, years of experience, and program accreditation status on self-efficacy was explored.
Methods:
Program directors (PD) and principal faculty (PF) answered a survey that included demographics, General Self-Efficacy (GSE) Scale, and Maslach Burnout Inventory-Educator Scale (MBI-ES). Data analysis included descriptive statistics, Pearson product-moment correlation coefficient, two-tailed independent samples t-test, and ANOVA (p < 0.05).
Results:
There were 163 PA educator participants and a 24.4% (n=75) PD response rate. A statistically significant negative correlation was found between GSE and emotional exhaustion and between GSE and depersonalization. Conversely, a statistically significant positive correlation was found between GSE and personal achievement (p < 0.001). There was no significant difference in GSE of PD and PF, but there was a statistically significant difference in emotional exhaustion. PD experienced significantly more emotional exhaustion than PF (p = 0.02). However, there was no significant difference in their feelings of depersonalization or personal achievement.
Conclusion:
A significant relationship was seen between GSE and all three subscales of the burnout inventory in PA educators, and PD experienced significantly more emotional exhaustion than PF.
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