Does being a  coach benefit clinician-educators? A mixed methods study of faculty self-efficacy, job satisfaction and burnout

This study examines self-efficacy, job satisfaction, and burnout in coaches and other clinician-educators.MethodsWe conducted a  mixed methods study using a quantitative survey followed by qualitative interviews of faculty at the University of California, San Francisco. Coaches (funded 20% full-time equivalents), faculty with other funded education positions (“funded”), and faculty without funded education positions (“ unfunded”) completed a 48-item survey addressing self-efficacy (teaching, professional development, and scholarship), job satisfaction, and burnout. Data were analyzed using analysis of variance followed by post-hoc tests and chi-square tests. To elaborate quantitative results, we conducted quali tative interviews of 15 faculty and analyzed data using framework analysis.Results202 of 384 faculty (52.6%) responded to the survey; 187 complete surveys were analyzed. Teaching self-efficacy was similar across groups. Coaches and funded educators had significantly higher professional development self-efficacy and job satisfaction than unfunded educators. Burnout was more prevalent in coaches and unfunded educators. Qualitative analysis yielded three themes: sources of reward, academic identity, and strategies to mitigate burnout. Educator roles provide reward that enhances self-efficacy and job satisfaction but also generate competing demands. Coaches cited challenges in forming professional identities and working with struggling learners.DiscussionThe co...
Source: Perspectives on Medical Education - Category: Universities & Medical Training Source Type: research