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How Does a Junior Faculty Development Program Affect Burnout? A Mixed Methods Assessment.

Timothy D Riley1, Jessica A Parascando1, Erika VanDyke2

  • 1Department of Family and Community Medicine, Penn State College of Medicine, Hershey, PA, USA.

Journal of Medical Education and Curricular Development
|February 7, 2024
PubMed
Summary
This summary is machine-generated.

Junior faculty burnout and quality of life worsened during a development program, despite networking and skill-building benefits. Program design and evaluation should prioritize participant well-being.

Keywords:
Burnoutfaculty developmentqualitative researchwellness

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Area of Science:

  • Medical Education
  • Faculty Development
  • Occupational Health

Background:

  • Burnout is prevalent among junior faculty in academic medicine.
  • Professional development programs aim to enhance engagement and mitigate burnout.
  • The Junior Faculty Development Program (JFDP) at Penn State College of Medicine observed increased burnout among participants.

Purpose of the Study:

  • To quantify changes in burnout and quality of life among JFDP participants across three cohorts.
  • To explore the sources of well-being and burnout experienced by participants during the program.

Main Methods:

  • A sequential explanatory mixed methods approach was employed.
  • Surveys assessing burnout, quality of life, job satisfaction, and work-home conflict were administered at the start and end of the program.
  • Semi-structured interviews were conducted with past participants to explore their experiences with burnout.

Main Results:

  • Burnout related to patient/learner/client/colleague interactions significantly increased (P=.005), and quality of life decreased (P=.02) from the start to the end of the program.
  • Trends toward worsening in other burnout categories, work-home conflict, and job satisfaction were observed.
  • Interview themes highlighted competing demands as burnout risks and networking and professional growth as protective factors.

Conclusions:

  • Junior faculty participants experienced increased burnout and decreased quality of life during the JFDP.
  • Despite negative impacts on well-being, participants gained benefits such as skill development and networking opportunities.
  • The design and evaluation of faculty development programs must consider their impact on participant well-being.