Table 1
Demographics of faculty survey respondents regarding faculty self-efficacy, job satisfaction and burnout at a single institution, 2019
|
All faculty |
Coaches |
Funded educators a |
Unfunded educators b | |
|---|---|---|---|---|
|
Respondents: no. (%) |
187/384 (48.7) |
39/56 (69.6) |
71 c |
77 c |
|
Gender: no. (%) | ||||
|
– Female |
115 (61.5) |
28 (71.8) |
50 (70.4) |
37 (48.1) |
|
– Male** |
72 (38.5) |
11 (28.2) |
21 (29.6) |
40 (51.9) |
|
– Transgender male/female |
0 (0) |
0 (0) |
0 (0) |
0 (0) |
|
– Non-binary |
0 (0) |
0 (0) |
0 (0) |
0 (0) |
|
Academic rank: no. (%) | ||||
|
– Clinical instructor |
2 (1.1) |
0 (0) |
2 (2.8) |
0 (0) |
|
– Assistant professor |
69 (36.9) |
15 (38.5) |
25 (35.2) |
29 (37.7) |
|
– Associate professor |
64 (34.2) |
15 (38.5) |
22 (31) |
27 (35.1) |
|
– Professor |
52 (27.8) |
9 (23.1) |
22 (31) |
21 (27.3) |
|
Department: no. (%) | ||||
|
– Family medicine |
9 (4.8) |
2 (5.1) |
4 (5.6) |
3 (3.9) |
|
– Internal medicine |
88 (47.1) |
20 (51.3) |
37 (52.1) |
31 (40.3) |
|
– Pediatrics |
20 (10.7) |
4 (10.3) |
5 (7.0) |
11 (14.3) |
|
– Surgical fields |
32 (17.1) |
5 (12.8) |
9 (12.7) |
18 (23.4) |
|
– Other Specialties |
38 (20.3) |
8 (20.5) |
16 (22.5) |
14 (18.2) |
|
Funded education roles d : no. (%) | ||||
|
– Undergraduate (e.g. clerkship site director) |
41 (22.0) |
7 (18.0) |
34 (47.9) |
0 (0) |
|
– Graduate (e.g. fellowship program director) |
28 (15.0) |
10 (25.6) |
18 (25.4) |
0 (0) |
|
– Other (e.g. vice chair for education) |
3 (1.6) |
0 (0) |
3 (4.2) |
0 (0) |
|
– Multiple roles |
17 (9.1) |
1 (2.6) |
16 (22.5) |
0 (0) |
|
Years on faculty: mean (SD)†† |
8.71 (7.0) |
8.26 (5.2) |
9.92 (7.6) |
7.83 (7.1) |
**p = 0.01, ††p = 0.18
a Faculty with funded education positions
b Faculty without funded education positions
c Faculty self-identified as either funded or unfunded educators and response rate could not be calculated based on anonymous responses
d Coaching role not included
Table 2
Self-efficacy, job satisfaction and burnout of faculty survey respondents at a single institution, 2019
|
Survey domain |
All faculty (n = 186) |
Coaches (n = 39) |
Funded educators a (n = 71) |
Unfunded educators b (n = 76) |
P‑value |
|---|---|---|---|---|---|
|
Self-efficacy domains: mean (SD) | |||||
|
– Teaching |
4.23 (0.37) |
4.28 (0.32) |
4.26 (0.38) |
4.17 (0.38) |
0.17 |
|
– Professional Development |
3.54 (0.75) |
3.63 (0.73)c |
3.77 (0.72)c |
3.29 (0.71)d |
< 0.001 |
|
– Scholarship |
3.84 (0.93) |
3.55 (1)c |
4.03 (0.82)d |
3.81 (0.95)c,d |
0.03 |
|
Teaching self-efficacy sub-domains [34]: mean (SD) | |||||
|
– Modeling |
4.18 (0.54) |
4.14 (0.54) |
4.16 (0.55) |
4.22 (0.48) |
0.65 |
|
– Coaching |
4.19 (0.53) |
4.31 (0.37) |
4.19 (0.59) |
4.14 (0.54) |
0.24 |
|
– Articulation |
4.16 (0.52) |
4.19 (0.50) |
4.19 (0.54) |
4.11 (0.51) |
0.63 |
|
– Exploration |
4.03 (0.72) |
4.18 (0.65) |
4.11 (0.74) |
3.90 (0.71) |
0.04 |
|
– Safe learning Environment |
4.69 (0.37) |
4.76 (0.30)a |
4.76 (0.33)c |
4.59 (0.41)d |
< 0.01 |
|
Job satisfaction and burnout: no (%) | |||||
|
– Job satisfaction high score e |
144 (77.8) |
32 (82.1)c |
63 (90)c |
49 (64.5)d |
0.001 |
|
– Burnout index, burned out f |
104 (56.2) |
25 (64.1)c |
31 (44.3)d |
48 (63.2)c |
0.04 |
a Faculty with funded education positions
b Faculty without funded education positions (1 faculty excluded due to incomplete subscale response)
c,d Significant subset in Student-Newman-Keuls post-hoc analysis (Harmonic Mean Sample Size = 56.5, subset for alpha = 0.05)
e Using a single-item measure of job satisfaction developed by Tyssen R, et al. (2013), with high score defined as “satisfied” or higher
f Using the 2‑item Maslach Burnout Inventory with “burned out” defined by frequency of “weekly” or more often for either item