Workplace Factors That Affect Medical Educator Well-being: Insights From A National Survey of Osteopathic Medical Faculty

Abstract Despite a recent focus on healthcare student and worker well-being, few studies have investigated the correlates of medical educator well-being. To address this limitation, this study examined workplace factors associated with burnout, job satisfaction, and likelihood to recommend the workplace among medical educators at 42 osteopathic medical campuses in the U.S. Our sample included 466 educators (47% female, 11% underrepresented in medicine [i.e., black, Hispanic/Latino, Native American, Pacific Islander], 59% clinical) who completed measures of perceived professional development support, workplace belonging, workplace inclusivity, work-life balance, burnout, job satisfaction, and likelihood to recommend their workplace. Results indicated that perceived professional development support, workplace belonging, workplace inclusivity, and work-life balance were all significantly associated with our outcomes: burnout, job satisfaction, and likelihood to recommend their workplace. Regression analyses revealed that these workplace factors, together with personal identities (i.e., gender, race/ethnicity) and academic discipline, explained a significant proportion of variance in all three outcomes. We also found significant differences in both the predictor and outcome variables based on gender, race/ethnicity, and academic discipline (i.e., basic science, clinical) highlighting significant disparities in educator experiences based on their personal identities and discipline. Targeted institutional initiatives promoting professional development, workplace belonging, inclusivity, and work-life balance may increase job satisfaction, decrease burnout, and address workplace disparities.