Clinical Report: Using Data From Multiple Institutions to Improve Faculty Well-Being
Overview
This cross-sectional study used the AAMC StandPoint Faculty Engagement Survey to examine faculty burnout, engagement, and job satisfaction across and within US medical schools. The supplied article excerpt describes the study rationale, measures, and sample, but does not include its results; therefore, comparative rates and organizational correlates cannot be reported.
Background
Burnout, engagement, and job satisfaction are distinct psychological states associated in the source with organizational performance and workforce outcomes. Prior research cited in the article reports physician burnout rates ranging from 25% to 70% and substantial variation in burnout and engagement across health care organizations. The study aimed to quantify variation across and within medical schools and identify organizational correlates that could help target well-being interventions. It frames comparison of institutional data as a way to identify positive deviants and share organizational learning.
Data Highlights
Study characteristic
Reported information
Design and data source
Cross-sectional study using the AAMC StandPoint Faculty Engagement Survey
Institutions
28 US Liaison Committee on Medical Education–accredited medical schools
Survey period
January 26, 2021, through June 3, 2024
Faculty reached
28,919 full- and part-time faculty in clinical and basic science disciplines
Participants and response rate
16,994 participants; 58.8% response rate
Primary outcomes
Burnout, engagement (operationalized as commitment), and job satisfaction, assessed with single-item questions
Key Findings
The study was designed to quantify beyond-chance heterogeneity in burnout, engagement, and job satisfaction across and within medical schools.
Data came from 28 US LCME-accredited medical schools that administered the optional AAMC SFES between January 2021 and June 2024.
The voluntary web-based survey reached 28,919 faculty members; 16,994 responded, for a 58.8% response rate.
Primary outcomes were burnout, engagement, and job satisfaction; engagement was operationalized as commitment, and outcomes were assessed using single-item questions.
Faculty demographic information, including gender, age, and race and ethnicity, was collected, and burnout rates were analyzed by demographic characteristics and in regression analyses.
The article excerpt does not provide outcome rates, estimates of institutional heterogeneity, or identified organizational correlates; no results on these measures can be stated from the supplied material.
Clinical Implications
The source presents multi-institutional measurement as a means to compare faculty well-being and investigate organizational correlates, while noting that the SFES is optional and institutions choose when to administer it. The supplied excerpt does not report results that would support specific intervention recommendations or conclusions about which organizational factors are associated with better outcomes.
Conclusion
The study uses a multi-institutional survey framework to investigate variation in faculty well-being across and within medical schools. Its findings cannot be summarized beyond the study design and sample because outcome results are absent from the provided excerpt.
