Number
513
Name
Workplace Factors That Affect Medical Education Well-Being: Insights From a National Survey of Osteopathic Medical Faculty
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Kathryn Carey, A.T. Still University - Kirksville College of Osteopathic Medicine
Brooke Johnson, A.T. Still University - Kirksville College of Osteopathic Medicine
Zachary Himmelberger, Motivate Lab
Yoi Tibbetts, University of Virginia
Kenneth Barron, James Madison University
Chris Hulleman, University of Virginia
Mark Speicher, American Association of Colleges of Osteopathic Medicine
Alliyah Francis, Motivate Lab
Presentation Topic(s)
Other
Description
PURPOSE
The COVID-19 pandemic led to an increased focus on burnout in healthcare
workers, yet the well-being of medical educators, some of whom are also
clinicians, remains understudied. Evidence shows women and educators from
underrepresented racial and ethnic groups experience more discrimination,
lower belonging, and higher burnout, which may reduce job satisfaction and
retention. This study uses national survey data from faculty across 42 U.S.
osteopathic medical school campuses to examine how workplace factors
(professional development support, belonging, inclusivity, work-life balance)
predict burnout, job satisfaction, and likelihood of recommending their
workplace.
METHODS
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
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 (i.e., basic science v. clinical),
explained a significant proportion of variance in all three outcomes.
Workplace belonging and work-life balance were particularly strong predictors
across the three predictors, indicating a central role in supporting medical
educators in the workplace. We also found significant differences in both the
predictor and outcome variables based on gender, race/ethnicity, and academic
discipline highlighting significant disparities in educator experiences based
on their personal identities and discipline.
CONCLUSION
Targeted institutional initiatives promoting professional development,
workplace belonging, inclusivity, and work-life balance may increase job
satisfaction, decrease burnout, and address workplace disparities in medical
school faculty.
The COVID-19 pandemic led to an increased focus on burnout in healthcare
workers, yet the well-being of medical educators, some of whom are also
clinicians, remains understudied. Evidence shows women and educators from
underrepresented racial and ethnic groups experience more discrimination,
lower belonging, and higher burnout, which may reduce job satisfaction and
retention. This study uses national survey data from faculty across 42 U.S.
osteopathic medical school campuses to examine how workplace factors
(professional development support, belonging, inclusivity, work-life balance)
predict burnout, job satisfaction, and likelihood of recommending their
workplace.
METHODS
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
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 (i.e., basic science v. clinical),
explained a significant proportion of variance in all three outcomes.
Workplace belonging and work-life balance were particularly strong predictors
across the three predictors, indicating a central role in supporting medical
educators in the workplace. We also found significant differences in both the
predictor and outcome variables based on gender, race/ethnicity, and academic
discipline highlighting significant disparities in educator experiences based
on their personal identities and discipline.
CONCLUSION
Targeted institutional initiatives promoting professional development,
workplace belonging, inclusivity, and work-life balance may increase job
satisfaction, decrease burnout, and address workplace disparities in medical
school faculty.