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  11. Meaningful Work, Career Fit, And Professional Well-being Of Pediatric Academicians In The United States

Meaningful Work, Career Fit, and Professional Well-Being of Pediatric Academicians in the United States

Ariella Slovin1, Samudragupta Bora2, John R Barber3

  • 1Division of General Pediatrics, Children's National Medical Center, Washington, District of Columbia.

Hospital Pediatrics
|April 10, 2024

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View abstract on PubMed

Summary
This summary is machine-generated.

Meaningful work improves professional well-being for academic pediatric faculty. However, increased time in meaningful patient care correlated with lower well-being, suggesting a need to optimize effort allocation for better faculty health.

Area of Science:

  • Medical Education
  • Physician Well-being
  • Academic Medicine

Background:

  • Professional well-being is crucial for academic pediatrics faculty.
  • Understanding the relationship between meaningful work and well-being is essential for faculty retention and productivity.

Purpose of the Study:

  • To examine the associations between time spent in meaningful academic activities and professional well-being among academic pediatrics faculty.
  • To identify specific activities that impact faculty fulfillment, burnout, and intent to leave.

Main Methods:

  • A cross-sectional online survey was administered to 248 full-time pediatric faculty in the US in November 2019.
  • Measures included sociodemographics, professional characteristics, the Stanford Professional Fulfillment Index, Maslach Burnout Inventory, Intention to Leave Academic Medicine, and perceived meaningfulness of academic activities.

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  • Global career fit (total meaningful activity time) and activity-specific career fit were calculated.

    • Main Results:

    • Increased global career fit was associated with higher professional fulfillment (r = 0.45) and decreased burnout (r = -0.29) and intention to leave (r = -0.22).
    • For meaningful patient care, increased time was linked to decreased fulfillment (r = -0.14) and increased burnout (r = 0.16) and intention to leave (r = 0.26).
    • Meaningful administrative/leadership roles were associated with reduced intention to leave (r = -0.24); teaching, research, and advocacy showed no significant correlations.

    Conclusions:

    • Time allocated to meaningful work activities influences the professional well-being of academic pediatrics faculty.
    • Despite being perceived as meaningful, increased time in patient care was paradoxically associated with poorer professional well-being.
    • Optimizing the allocation of effort across diverse academic activities is necessary to enhance faculty well-being.