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Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout Cover

Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

Perspectives on Medical Education
Volume 11 (2020): Issue 1
By: Martha J. Elster,  Patricia S. O’Sullivan,  Virginie Muller-Juge,  Leslie Sheu,  Sunitha V. Kaiser and  Karen E. Hauer  
Open Access
|Aug 2021

Authors

Martha J. Elster

martha.elster@ucsf.edu

Department of Pediatrics, University of California

Patricia S. O’Sullivan

Patricia.osullivan@ucsf.edu

Department of Medicine, University of California, San Francisco School of Medicine; Department of Surgery, University of California, San Francisco School of Medicine

Virginie Muller-Juge

info@ubiquitypress.com

Department of Pediatrics, University of California

Leslie Sheu

info@ubiquitypress.com

Department of Pediatrics, University of California

Sunitha V. Kaiser

info@ubiquitypress.com

Departments of Pediatrics and Clinical Epidemiology and Biostatistics, University of California

Karen E. Hauer

karen.hauer@ucsf.edu

Department of Medicine, University of California, San Francisco School of Medicine
DOI: https://doi.org/10.1007/S40037-021-00676-7 | Journal eISSN: 2212-277X
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Language: English
Submitted on: Apr 22, 2021
|
Accepted on: Jun 23, 2021
|
Published on: Aug 18, 2021
Published by: Bohn Stafleu van Loghum
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Burnout,
Coaching,
Clinician-educators,
Job satisfaction,
Self-efficacy

© 2021 Martha J. Elster, Patricia S. O’Sullivan, Virginie Muller-Juge, Leslie Sheu, Sunitha V. Kaiser, Karen E. Hauer, published by Bohn Stafleu van Loghum
This work is licensed under the Creative Commons Attribution 4.0 License.

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