Unpacking Burnout

Abstract: Objective: The study investigates the workplace-related determinants of academic faculty burnout in health professions institutions. Methods: This mixed-methods study employs both quantitative and qualitative approaches. We invited 154 academic faculty members from health professions colleges to participate and measured burnout using the original 22-item Maslach Burnout Inventory (subscales: Emotional Exhaustion, Depersonalization, and Low Personal Accomplishment). A p-value of less than .05 is considered statistically significant. We used a direct content analysis approach to code the interview transcripts after transcription. Results: Out of the 96 participants (62%), 38 (39.6%) reported mild to moderate burnout, while 60.4% experienced significant burnout. Emotional Exhaustion (41.7%) was more prevalent than Personal Accomplishment (38.5%) and Depersonalization (DP) (25%) among most faculty members. A psychometric analysis showed a significant correlation ( p-value = .02) between burnout and education level. Our analysis identified four key factors influencing burnout: (a) workload, (b) lack of integrity in professional competence, (c) workplace stress, and (d) insufficient engagement in professional development activities leading to career dissatisfaction. Conclusion: Faculty members in health professions face high levels of burnout. Preventive measures and corrective programs to reduce burnout and enhance performance are recommended.