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INTERPRETIVE PHENOMENOLOGICAL ANALYSIS OF THE INTERPLAY OF FACTORS AFFECTING BURNOUT IN ACADEMIC MEDICAL FACULTY Tara McKinley April 15, 2019 This dissertation examines burnout in academic medical faculty. The medical literature reports 30-45% of physicians are burned out and presents a long list of potential drivers of burnout. Interventions have shown limited success at the individual level and greater success at the organizational level, but large-scale interventions are typically timeand cost-intensive. Using the Job Demands-Resources Model (JD-R) and interpretive phenomenological analysis (IPA), this study seeks to present the ways personal, interpersonal, and job characteristics are interpreted as demands or resources by faculty and how those demands and resources work together to drive or mitigate burnout. Over six chapters, this paper summarizes current literature; discusses assumptions, methodologies, and models; answers three research questions; and positions results within current theory, methods, and practice. Chapter 1 presents a brief overview of the study, including burnout and higher educational theory. The history and context of burnout research, including its growth in medical literature, are summarized in Chapter 2, along with a case for qualitative methodologies. IPA and study methodologies are discussed in additional detail in Chapter 3.

Interpretive phenomenological analysis of the interplay of factors affecting burnout in academic medical faculty.