Professional Performance research group, Department of Medical Psychology, Academic Medical Center (AMC-UvA), Meibergdreef 15, 1105AZ, Amsterdam, the Netherlands.
ICLON, Leiden University Graduate School of Teaching, Leiden, the Netherlands.
BMC Med Educ. 2018 Dec 19;18(1):312. doi: 10.1186/s12909-018-1411-z.
High levels of work engagement protect against burnout. This can be supported through the work environment and by faculty themselves when they try to improve their work environment. As a result, they can become more engaged and better performers. We studied the relationship between adaptations by physicians to improve their teaching work environment, known as job crafting, and their energy levels, or work engagement, in their work as care provider and teacher. Job crafting encompasses seeking social (i) and structural (ii) resources and challenges (iii) and avoiding hindrances (iv).
We established a cross-sectional questionnaire survey in a cohort of physicians participating in classroom and clinical teaching. Job crafting and work engagement were measured separately for physicians' clinical and teaching activities. We analyzed our data using structural equation modelling controlling for age, gender, perceived levels of autonomy and participation in decision making.
383 physicians were included. Physicians' work engagement for patient care was negatively associated with two job crafting behaviors in the teaching roles: seeking structural resources (classroom teaching: ß = - 0.220 [95% CI: -0.319 to - 0.129]; clinical teaching: ß = - 0.148 [95% CI: -0.255 to - 0.042]); seeking challenges (classroom teaching: ß = - 0.215 [95% CI: -0.317 to - 0.113]; clinical teaching:, ß = - 0.190 [95% CI: -0.319 to - 0.061]). Seeking social resources and avoiding hindrances were unaffected by physicians' work engagement for patient care.
High engagement for teaching leads to job crafting in teaching. High engagement for patient care does not lead to job crafting in teaching.
高水平的工作投入可以预防倦怠。这可以通过工作环境和教师自身来实现，他们可以通过努力改善工作环境来提高工作投入。结果，他们可以更加投入，表现更好。我们研究了医生为改善教学工作环境而进行的适应措施（即工作重塑）与他们作为医疗服务提供者和教师的精力水平（即工作投入）之间的关系。工作重塑包括寻求社会（i）和结构（ii）资源以及挑战（iii），并避免障碍（iv）。
我们在参与课堂和临床教学的医生队列中进行了横断面问卷调查。分别测量了医生在临床和教学活动中的工作重塑和工作投入。我们使用结构方程模型分析数据，控制年龄、性别、感知自主权水平和参与决策的程度。
共纳入 383 名医生。医生对患者护理的工作投入与教学角色中的两种工作重塑行为呈负相关：寻求结构资源（课堂教学：β=−0.220 [95%CI：−0.319 至−0.129]；临床教学：β=−0.148 [95%CI：−0.255 至−0.042]）；寻求挑战（课堂教学：β=−0.215 [95%CI：−0.317 至−0.113]；临床教学：β=−0.190 [95%CI：−0.319 至−0.061]）。寻求社会资源和避免障碍不受医生对患者护理的工作投入的影响。
对教学的高投入会导致教学中的工作重塑。对患者护理的高投入不会导致教学中的工作重塑。
