Abulela Mohammed A A, Schowengerdt Bethany, Dorr Heather, Termuhlen Amanda, Krohn Kristina, Violato Claudio
Department of Educational Psychology University of Minnesota Minneapolis Minnesota USA.
University of Minnesota Medical School Minneapolis Minnesota USA.
Health Sci Rep. 2025 Jan 9;8(1):e70317. doi: 10.1002/hsr2.70317. eCollection 2025 Jan.
Faculty wellbeing impacts student learning and is a priority among medical schools, especially as a counterbalance to growing burnout. Previous researchers found differences in burnout by sex and race among clinicians, but not for faculty with disabilities. Accordingly, the purpose was to test the association between faculty's wellbeing, burnout, and control over workload and investigate differences in wellbeing attributed to department type and ability status.
The authors developed and administered a comprehensive wellbeing survey to University of Minnesota Medical School faculty, of whom 703 provided complete responses. The authors conducted two-way ANOVA followed by a post hoc analysis to test for differences in faculty wellbeing domains due to department type (basic sciences, nonsurgical, surgical, and two large departments of Medicine and Pediatrics) and disability status (yes, no). The authors also fitted a two-way ordinal model since burnout frequency and control over workload were assessed by one ordinal item each.
Wellbeing domains were positively correlated with control over workload but negatively associated with burnout. Faculty with disabilities reported less support from their work environment and meeting of their basic needs. Department type had a statistically significant impact on faculty's sense of basic needs, respect, and contribution. Multiple comparisons revealed faculty in basic sciences departments had higher scores within basic needs compared to the departments of Medicine, Pediatrics, and surgical departments, who reported lower levels of respect as well. Results revealed department type and disability status affected the frequency of burnout, as faculty in basic sciences departments reported lower levels of burnout compared to other departments.
Results support disaggregating wellbeing by department and ability status for targeted interventions due to differences- notably among faculty with disabilities and surgical departments- in their assessment of basic needs, work environment, respect, and contribution. Results suggest revisiting interventions in these domains to account for lower reported wellbeing.
教师的幸福感会影响学生的学习，这是医学院校的一个优先事项，尤其是作为应对日益严重的职业倦怠的一种平衡。先前的研究发现临床医生在职业倦怠方面存在性别和种族差异，但残疾教师不存在此类差异。因此，本研究的目的是检验教师的幸福感、职业倦怠与工作量控制之间的关联，并调查因科室类型和能力状况导致的幸福感差异。
作者编制并向明尼苏达大学医学院的教师发放了一份全面的幸福感调查问卷，其中703人提供了完整的回复。作者进行了双向方差分析，随后进行事后分析，以检验因科室类型（基础科学、非外科、外科以及医学和儿科学两个大科室）和残疾状况（是、否）导致的教师幸福感领域的差异。由于职业倦怠频率和工作量控制是通过一个有序项目进行评估的，作者还拟合了一个双向有序模型。
幸福感领域与工作量控制呈正相关，但与职业倦怠呈负相关。残疾教师报告称，他们从工作环境中获得的支持较少，基本需求也未得到满足。科室类型对教师的基本需求感、尊重感和贡献感有统计学上的显著影响。多重比较显示，与医学、儿科学和外科科室相比，基础科学科室的教师在基本需求方面得分更高，而这些科室的教师报告的尊重程度也较低。结果显示，科室类型和残疾状况会影响职业倦怠的频率，因为基础科学科室的教师报告的职业倦怠水平低于其他科室。
研究结果支持根据科室和能力状况对幸福感进行分类，以便进行有针对性的干预，因为在基本需求、工作环境、尊重和贡献的评估方面存在差异，尤其是残疾教师和外科科室之间。研究结果表明，应重新审视这些领域的干预措施，以考虑到报告的幸福感较低的情况。
