Faculty Wellness

Faculty Wellness: Mitigating Burnout

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Your Guide to Learning

Learning Objectives

Target Audience

Module 1

Module 2

Evaluation

Module 3

References

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Target Audience

All educators are welcome to take this course. This course has been developed specifically for those who are in the health professions education (research shared is specific health professions), but can still have valuable information for all who would like to take this course.

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Why discuss Faculty Burnout?

Research reports between 20-70% of medical educators experience burnout or stress 1-3

It might be stressful to think about burnout; however, acknowledging and finding ways to mitigate it are essential

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Learning Objectives

1. Define and discuss the different aspects of burnout that can affect health professions educators.
2. Examine factors that contribute to burnout in health professions educators.
3. Construct a plan to decrease burnout as a health professions educator.

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Bloom's Taxonomy? Learn more here!

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Modules

Module 3

Module 2

Module 1

Learning Objective #3

Learning Objective #2

Learning Objective #1

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01

Define and discuss the different aspects of burnout that can affect health professions educators.

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01

Burnout Definition4-5

"Psychological syndrome emerging as a prolonged response to chronic interpersonal stressors on the job"

Three dimensions:

Depersonalization

Emotional Exhaustion

Reduced Personal Accomplishment

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01

Literature on Health Professions Faculty/Educator Burnout2-5

• Consequences of burnout are multifaceted, beyond physical symptoms experienced
• More research has been published on provider burnout
• Health professions educator burnout literature is developing to identify causes and how to improve burnout

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Self-Directed Study

Review references provided on burnout in health professions educators

Peruse MindGarden resource regarding burnout

Take the validated5 Maslach Burnout Inventory (MBI) Self-Test

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Solution

What is Burnout?

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Self-Reflection

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02

Examine factors that contribute to burnout in health professions educators.

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Maslach et al.5 six domains of risk factors for burnout

Workload

Community

Burnout Risk Factors

Fairness

Control

Values

Reward

Want to learn more? Click here to read the article.

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02

Additional factors specific to health professions educators leading to burnout2,3,6-8

Sociodemographic

Unmet Support Needs

Mentorship

Responsibilities

Poor sense of community and mismatch of values of educators compared to administration can be mismatched.

Lack of mentorship and guidance in a new role can increase burnout. This can especially be true in newer faculty and those without prior education experience.

Having roles with patient care or research in addition to education increases burnout due to multiple, competing priorities.

Women, younger individuals, and those of a racial/ethnic minority or are part of the LGBTQI+ community are more likely to experience burnout.

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Self-Reflection

Take a moment to pause and consider which factor(s) may contribute to your burnout, if present. Write 1-3 factors on a piece of scratch paper, and keep it for the next module.

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03

Construct a plan to decrease burnout as a health professions educator.

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There is not one simple answer to reduce burnout.

• There are multiple resources and research articles that can provide guidance to help reduce burnout.
• Individualization is important - burnout is not "one size fits all".

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Self-Study

Here are resources you can use to review for developing your plan to reduce burnout

Taking Action Against Clinician Burnout: A Systems Approach to Well-Being (pages 287-296)9

Conceptualizing Programs to Support Faculty Well-Being (AAMC)10

Building Resilience for Wellness: A Faculty Development Resource (I suggest downloading the Presentation!)11

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Self-Study #2

Burnout Resource to:1. Identify Signs and Symptoms of Burnout 2. Provide a Needs Assessment to determine contributing factors. 3. Provide practical examples on how to improve well-being

UPMC12

Practice-Level13

This resource from the American College of Physicians provides multiple resources on incorporating changes at higher institutional levels to reduce burnout and improve well-being.

The CMA has provided specific resources for wellness for medical educators.

Canadian Medical Association14

This activity will immerse us in an interactive activity designed to put into practice the concepts learned during the course.

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Create your plan

Stakeholders

Area of Burnout

Write in here the specific area of burnout you want to focus on

Determine the stakeholders who will be needed for this project.

Plan of Action

Timeline

Describe how you plan to make change regarding burnout (include resources as applicable and barriers you may encounter.)

Determine the timeline for implementation of your plan.

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CERTIFICATEACHIEVEMENT

of

For the outstanding dedication and demonstrated achievements, we grant this certificate to

Full Name

recognizing your commitment to learning and your mastery of the course content. Congratulations on this significant achievement!

Justine Herndon, MS, PA-C

Evaluation

Your opinion is crucial. Complete our assessment survey and help us improve

1/4 Relevance of Content

2/4 Course Objectives

3/4 Applicability

4/4 General Feedback

Course completed!

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References Page

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References

1. Burnout Among U.S. Medical School Faculty: Analysis in Brief. https://www.aamc.org/media/9921/download?attachment
2. Akram Z, Sethi A, Khan AM, Zaidi FZ. Assessment of burnout and associated factors among medical educators. Pak J Med Sci. 2021;37(3):827-832. doi:10.12669/pjms.37.3.3078
3. Stouder, April EdD, MHS, PA-C; Ayars, Candace L. PhD. Burnout, Personal, and Occupational Factors as Predictors of Physician Assistant Faculty Intent to Leave After the COVID-19 Pandemic. The Journal of Physician Assistant Education 35(3):p 228-236, September 2024. | DOI: 10.1097/JPA.0000000000000579
4. Maslach C, Schaufeli WB, Leiter MP. Job burnout. Annu Rev Psychol. 2001;52:397-422. doi:10.1146/annurev.psych.52.1.397
5. Maslach C, Leiter MP. Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry. 2016;15(2):103-111. doi:10.1002/wps.20311
6. Koster M, McHenry K. Areas of work-life that contribute to burnout among higher education health science faculty and perception of institutional support. Int J Qual Stud Health Well-being. 2023;18(1):2235129. doi:10.1080/17482631.2023.2235129
7. Paradis KC, Kerr EA, Griffith KA, et al. Burnout Among Mid-Career Academic Medical Faculty. JAMA Netw Open. 2024;7(6):e2415593. doi:10.1001/jamanetworkopen.2024.15593
8. Wisniewska I, Richard Holt G. Burnout in Academic Medicine: A Peripandemic Assessment. Perm J. 2023;27(2):150-159. doi:10.7812/TPP/23.042
9. National Academies of Sciences, Engineering, and Medicine; National Academy of Medicine; Committee on Systems Approaches to Improve Patient Care by Supporting Clinician Well-Being. Taking Action Against Clinician Burnout: A Systems Approach to Professional Well-Being. Washington (DC): National Academies Press (US); October 23, 2019.
10. Conceptualizing Programgs to Support Faculty Well-Being. https://www.aamc.org/professional-development/affinity-groups/gfa/conceptualizing-programs-support-faculty-well-being
11. Saeed S, Quock R, Lott J, Kashani N, Woodall W. Building Resilience for Wellness: A Faculty Development Resource. MedEdPORTAL. 2017;13:10629. https://doi.org/10.15766/mep_2374-8265.10629
12. https://gmewellness.upmc.com/Resources/Index?topicID=1
13. https://www.acponline.org/practice-resources/physician-well-being-and-professional-fulfillment/resources-for-institutional-strategies-to-promote-resilience-and-reduce-burnout
14. https://www.cma.ca/physician-wellness-hub/medical-educators

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