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Cited by 26Job Satisfaction and Organizational BehaviorHealthcare professionals’ stress and burnoutInnovations in Medical Education

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A qualitative interview study on the positive well-being of medical school faculty in their teaching role: job demands, job resources and role interaction

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van den Berg, J. W., Verberg, C. P. M., Berkhout, J. J., Lombarts, M. J. M. H., Scherpbier, A. J. J. A., Jaarsma, A. D. C.·2015·BMC Research Notes
DOI 10.1186/s13104-015-1393-4PMC PMC4556414
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Abstract

BACKGROUND: Attention for the well-being of medical school faculty is not only important for the prevention of attrition and burnout, but may also boost performance in their tasks in medical education. Positive well-being can be conceptualized as work engagement and this is associated with increased performance. In this study we explore how demands and resources from different tasks affect work engagement specifically for education. METHODS: Between June and September 2013, we conducted a multisite semi-structured interview study with a diverse group of medical school faculty and used an open-coding strategy within the Work Engagement Model on the transcribed interviews. RESULTS: We interviewed 16 faculty members whose teaching experience ranged from 7 to 38 years and whose professional tasks ranged from being solely an educator to being a physician, researcher, educator and administrator simultaneously. All participants were clear on the perceived demands and resources, although similar aspects of the work environment could be perceived oppositely between participants. Overarching themes were perceptions related to the organization or department, often described as a general and long-term effect and perceptions directly related to a task, often described as a direct and short-term effect on well-being. Furthermore, the demands and resources as resultant of fulfilling multiple tasks were described clearly by participants. CONCLUSIONS: The ambiguous nature of the work environment in terms of demands and resources requires an individualized approach to supporting work engagement. Furthermore, faculty members perceive many resources from fulfilling multiple tasks in relation to their tasks in education. Faculty developers and administrators alike could use these findings to apply the concept of work engagement to their daily support of faculty in medical education.

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  • Looking carefully to individual needs regarding valued job resources in one role might be the key to improving work engagement in other roles.

    “Looking carefully to individual needs regarding valued job resources in one role might be the key to improving work engagement in other roles (van den Berg et al. 2015).”

    From Work engagement in health professions education (2017) · cites this paper as van den Berg et al. 2015

    The Results (Role interaction; page unavailable) describe resources from clinical work and research benefiting participants in their teaching role. The Results (Identified themes) and Discussion also say that what counts as a resource varies by individual and that support should reflect this. The study examines effects on teaching engagement, however, rather than showing that resources in any one role improve engagement in other roles generally. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • This duality was also described in terms of well-being by van den Berg et al. (2015).

    “This duality was also described in terms of well-being by van den Berg et al. (2015).”

    From Work engagement in health professions education (2017) · cites this paper as van den Berg et al. 2015

  • Recognition of the teaching task has been described as a job resource by teachers in medical education.

    “Recognition of the teaching task has been described as a job resource by teachers in medical education (van den Berg et al. 2015).”

    From Work engagement in health professions education (2017) · cites this paper as van den Berg et al. 2015

  • Teachers may find balancing the complexity of various roles difficult.

    “We have not gained much insight yet in how teachers themselves find the right balance in this complexity -we do know teachers may find this difficult (Kumar et al. 2011; van den Berg et al. 2015).”

    From Work engagement in health professions education (2017) · cites this paper as van den Berg et al. 2015

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Cited by

Sorted by citations

  • Work engagement in health professions education

    van den Berg, J. W., Mastenbroek, N. J. J. M., Scheepers, R. A., & Jaarsma, A. D. C. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1359522 · Cited by 55

    “We have not gained much insight yet in how teachers themselves find the right balance in this complexity – we do know teachers may find this difficult (Kumar et al. 2011; van den Berg et al. 2015).”
    InfluentialSelf-citation

Metadata

Authors
van den Berg, J. W., Verberg, C. P. M., Berkhout, J. J., Lombarts, M. J. M. H., Scherpbier, A. J. J. A., & Jaarsma, A. D. C.
Affiliations
  • Amsterdam UMC Location University of Amsterdam (NL)
  • Maastricht University (NL)
Corresponding author
van den Berg, J. W.
ORCID
Venue
BMC Research Notes
Publisher
Springer Science and Business Media LLC
Published
2015-09-02
Volume
8
Issue
1
Pages
401-401
ISSN
1756-0500 (ISSN-L)
DOI
10.1186/s13104-015-1393-4
PMC
PMC4556414
OpenAlex
W1554723815
Cited by
26
References
4
Citations by year
2026: 1 · 2025: 4 · 2024: 1 · 2023: 1 · 2022: 3 · 2021: 3 · 2020: 4 · 2019: 1 · 2018: 3 · 2017: 3 · 2016: 2
FWCI
5.31
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • BMC Research Notes (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Research Publications (Maastricht University) (publishedVersion, cc-by)
  • Data Archiving and Networked Services (DANS) (submittedVersion)
  • Leiden Repository (Leiden University) (submittedVersion)
  • Pure Amsterdam UMC (submittedVersion, other-oa)
  • University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion, cc-by)
  • Research Publications (Maastricht University) (submittedVersion, other-oa)
Topics
  • Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
  • Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
  • Social Sciences › Education › Innovations in Medical Education
Keywords
positive well-being, work engagement, medical faculty, teaching role, job demands, job resources, role interaction, faculty development, medical education
MeSH terms
Career Mobility, Faculty, Female, Humans, Interviews as Topic, Job Satisfaction, Male, Physicians, Professional Practice, Research, Schools, Medical, Teaching, Time Factors, Workload

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