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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...
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Updated: Jun 4, 2026

Estimate the Cognitive Load Using Electrocardiographic Measure: A Human-AI Collaborative Task
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Estimate the Cognitive Load Using Electrocardiographic Measure: A Human-AI Collaborative Task

Published on: December 5, 2025

Evaluating Faculty Workload as a "Must-Have" for Addressing Curricular Overload.

Brianne L Porter1, Kristine M Cline1, Victoria L Williams1

  • 1The Ohio State University College of Pharmacy, Columbus, OH, USA.

American Journal of Pharmaceutical Education
|June 2, 2026
PubMed
Summary
This summary is machine-generated.

Health sciences faculty face competing priorities, leading to potential burnout. Accounting for faculty efforts in addressing educational disruptors, like curriculum overload, in workload estimations can sustain wellbeing and program quality.

Related Experiment Videos

Last Updated: Jun 4, 2026

Estimate the Cognitive Load Using Electrocardiographic Measure: A Human-AI Collaborative Task
07:08

Estimate the Cognitive Load Using Electrocardiographic Measure: A Human-AI Collaborative Task

Published on: December 5, 2025

Area of Science:

  • Health Professions Education
  • Faculty Development
  • Pharmacy Education

Background:

  • Health sciences faculty balance teaching, scholarship, service, and clinical duties.
  • Educational disruptors, such as curriculum overload, exacerbate faculty workload and can lead to burnout.
  • Barriers to faculty engagement complicate the implementation of necessary educational changes.

Purpose of the Study:

  • To explore strategies for addressing faculty burnout in health sciences.
  • To examine curriculum overload as a case study for significant educational disruptors.
  • To propose redefining teaching workload to include efforts in managing educational challenges.

Main Methods:

  • Case study analysis of curriculum overload in a pharmacotherapy course within a college of pharmacy.
  • Exploration of faculty engagement barriers and potential solutions.
  • Commentary on redefining faculty workload estimations.

Main Results:

  • Implementing change requires addressing faculty engagement barriers.
  • Faculty burnout can be mitigated by acknowledging and valuing efforts in managing educational disruptors.
  • Redefining workload can support faculty wellbeing and high-quality Doctor of Pharmacy programs.

Conclusions:

  • Addressing faculty workload related to educational disruptors is crucial for preventing burnout.
  • Innovative solutions and collaboration in teaching are essential for sustained faculty wellbeing.
  • Integrating these considerations into workload estimations supports both faculty and educational program quality.