Purpose
There is a keen interest regarding burnout in academic medicine with an existing need for more studies. The priority population were URM PA educators in the USA. The purpose was to determine external/internal contributors leading to perceived burnout; investigate if primary/secondary appraisal inform coping strategies; and determine if there was an existing relationship between demographic factors and emotional exhaustion (EE).

Methods
This study employed a mixed-methods design using a convenience sample (n= 101). The participants completed a demographics survey and the Maslach Burnout Inventory-Educators Survey from which their average EE score was calculated. Eleven participants were interviewed identifying burnout perception, contributors, and coping strategies. Descriptive statistics were used to determine the relationship between demographic variables and EE. Qualitative data were analyzed categorically.

Results
There was a statistically significant relationship between gender/EE (t(100)=-2.42,p < .05, d=-0.54), demonstrating that women URM PA educators experience burnout at increased rates compared to their male counterparts. There were no statistically significant relationships between age (r = .015, R2= .000225, p= .883), race (F(1, 98) = .108,p=.744, R2= .001), faculty role (F(1, 97) = 3.09, p=.082, R2=.031), and “years in faculty position” and EE (F(1, 99) = .271, p=.604, R2=.003). The overall predictive model was not statistically significant (F(5, 92) = 1.859,p=.109, R2=.092, adjusted R2=0.042). The qualitative data offered insight into burnout perception, contributors, coping strategies, current institutional/programmatic burnout strategies, suggested institutional/programmatic burnout strategies, common occupational stressors, initial responses to occupational stressors, and overall experiences of URM PA educators.

Conclusions
The quantitative data demonstrated a significant difference between EE and gender; no correlation between EE and age; and nonsignificant differences between EE, race, “years in faculty position,” faculty role, and demographics as a predictor for EE. These findings are supplemented by the qualitative data relating social isolation secondary to gender and lack of diversity as burnout contributors. These triangulated data can be used to inform future burnout health interventions and research.