Abstract C030: Factors that influence burnout of clinical and research faculty: New insights from a cancer center

Abstract Purpose: Burnout among professionals in academic health settings affects their well-being and performance of critical responsibilities whether clinical care, research, administration, or teaching. Despite growing research on the topic, limitations in study design have hindered deeper understanding of factors that influence change in burnout of such professionals over time. This study analyzes faculty burnout at a cancer center using data from employee engagement surveys over two years. Methods: Biennial employee survey data from faculty in both 2019 and 2021 were used to assess burnout using a validated single-item measure. Faculty responses were analyzed for key factors influencing burnout, including institutional support, work-life balance, and job demands. We used classification and regression tree (CART) analysis to identify significant predictors of faculty burnout in 2021. Results: Previously reporting burnout in 2019 and perceptions of low institutional inclusion held by faculty were strong predictors of 2021 burnout, while reports of higher feelings of job accomplishment and of empowerment were associated with lower risk of burnout in 2021. Among those reporting burnout in 2019 but having a greater sense in 2021 of both inclusion at the institution and support during institutional changes, race was a significant predictor of burnout in 2021; specifically, white faculty with more than 10 years of service reported burnout more often than both white faculty with shorter time in service at the institution and non-white faculty. In contrast, for faculty who did not report burnout in 2019 and who felt a strong sense of personal accomplishment and empowerment, generational status was a predictor burnout in 2021 for Boomers and Millennials - but not Gen X faculty – although this pattern was observed in only a small subset of faculty. Conclusions: Patterns over time predicting burnout related to faculty perceptions of control over their work, their engagement with their institution and leadership, and the perceived quality of their workplace revealed opportunities for institutional intervention. Strengthening faculty support systems, promoting strategies for better management of professional and personal demands, and optimizing workloads may mitigate burnout risk for faculty in academic health centers. Key to effective actions reducing professional burnout in academic health settings are sustained monitoring of burnout, longitudinal data analysis to uncover its drivers, and responsive institutional strategies effective for groups, not just individuals. Rising burnout among faculty at cancer centers necessitates institution-level actions across the country. Addressing workplace stressors and fostering institutional engagement in supportive environments are critical for faculty well-being and their performance in key roles. Future studies should explore intervention effectiveness and broader cancer care implications. Citation Format: Shine Chang, HwaYoung Lee, Katelyn J. Cavanaugh, Courtney L. Holladay. Factors that influence burnout of clinical and research faculty: New insights from a cancer center [abstract]. In: Proceedings of the 18th AACR Conference on the Science of Cancer Health Disparities; 2025 Sep 18-21; Baltimore, MD. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2025;34(9 Suppl):Abstract nr C030.