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Linking medical faculty stress/burnout to willingness to implement medical school curriculum change: a preliminary investigation
Author(s) -
Arvandi Zeinab,
Emami Amirhossein,
Zarghi Nazila,
Alavinia Seyed Mohammad,
Shirazi Mandana,
Parikh Sagar V.
Publication year - 2016
Publication title -
journal of evaluation in clinical practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.737
H-Index - 73
eISSN - 1365-2753
pISSN - 1356-1294
DOI - 10.1111/jep.12439
Subject(s) - burnout , curriculum , psychology , occupational stress , test (biology) , medical education , clinical psychology , medicine , pedagogy , paleontology , biology
Abstract Rationale, aims and objectives Balancing administrative demands from the medical school while providing patient support and seeking academic advancement can cause personal hardship that ranges from high stress to clinically recognizable conditions such as burnout. Regarding the importance of clinical faculties' burnout and its effects on different aspects of their professional career, this study was conducted and aimed to evaluate the relationship between willingness to change teaching approaches as characterized by a modified stage‐of‐change model and measures of stress and burnout. Methods This descriptive analytic study was conducted on 143 clinical faculty members of T ehran U niversity of M edical S ciences in Iran. Participants were asked to complete three questionnaires: a modified stages of change questionnaire the M aslach B urnout I nventory and the G eneral H ealth Q uestionnaire. Data were analysed by SPSS : 16 using non‐parametric statistical tests such as multiple regression and ICC (intra‐class coefficient) and S pearman correlation coefficient test. Result A significant relationship was found between faculty members' readiness to change teaching approaches and the subscales of occupational burnout. Specifically, participants with low occupational burnout were more likely to be in the action stage, while those with high burnout were in the attitude or intention stage, which could be understood as not being ready to implement change. There was no significant correlation between general health scores and stage of change.Conclusions We found it feasible to measure stages of change as well as stress/burnout in academic doctors. Occupational burnout directly reduces the readiness to change. To have successful academic reform in medical schools, it therefore would be beneficial to assess and manage occupational burnout among clinical faculty members.