Clinical Scorecard: Using Data From Multiple Institutions to Improve Faculty Well-Being Within and Across Medical Schools
At a Glance
Category
Detail
Condition
Faculty burnout, engagement (operationalized as commitment), and job satisfaction in US medical schools
Key Mechanisms
The study quantified variation in these outcomes across and within medical schools and examined organizational correlates.
Target Population
Full- and part-time clinical and basic science faculty at 28 US Liaison Committee on Medical Education–accredited medical schools
Care Setting
Medical school workplaces; voluntary web-based survey data were collected from January 26, 2021, through June 3, 2024.
Key Highlights
The cross-sectional study included 16,994 of 28,919 invited faculty members, a 58.8% response rate.
Burnout, engagement (commitment), and job satisfaction were assessed using three survey questions, including a single-item burnout question.
Random-effects analyses estimated outcome rates and beyond-chance heterogeneity at school, department, and discipline levels.
The study sought to identify organizational correlates of outcome rates to help target well-being interventions.
Guideline-Based Recommendations
Diagnosis
The study assessed burnout, engagement, and job satisfaction using single-item survey questions; it was not a clinical diagnostic study.
Management
The study aimed to identify organizational correlates and positive-deviant worksites to help target well-being interventions; it did not test an intervention.
Monitoring & Follow-up
The AAMC SFES is an optional survey tool that medical schools may contract with the AAMC to administer at a time of their choosing.
The study assessed variation at school, department, and discipline levels.
Risks
The article notes that compromised well-being may affect patient care and health care costs through fewer physician hours and greater turnover.
Survey participation was voluntary, and the study was cross-sectional.
Patient & Prescribing Data
Not applicable; the study surveyed medical school faculty, not patients.
No treatment or prescribing was evaluated. The study examined survey-based well-being outcomes and organizational correlates.
Clinical Best Practices
Interpret the findings as organizational survey evidence, not as clinical diagnoses or evidence of intervention effectiveness.
The study used confidence intervals and comparison with group mean rates to identify positive-deviant schools and departments.
The authors describe positive-deviant sites as potential sources for organizational learning and dissemination of practices to peer sites.
