Assessing burnout among early career faculty in US dental schools.

Abstract

Burnout is a condition characterized by emotional exhaustion, low personal accomplishment, and feelings of depersonalization that may evolve as a result of chronic occupational stress. Our goal for the study was to measure the degree of burnout among US dental school faculty with less than 10 years in academia. A mixed method approach to data collection was utilized for the study and included: A. A 15-items demographics survey B. Maslach Burnout Inventory (MBI) combined with the Area-Work life Scale (AWS) C. A survey open-ended response to respondent's general feelings about work environment. MBI results from the data collected from 52 respondents indicate 7 or 13.46% of respondents are categorized with a 'burnout' profile. The most abundant categories recognized among this group are feelings of being "overextended" (34.62%) while 32.69% of the respondents self-report signs of being engaged. The results from this population indicate higher emotional exhaustion while levels of depersonalization are lower. The Area-Work life Scale (AWS) for this group indicates a higher sense of reward and control, while a lower frequency of workload balance and fairness are recognized. The data collected from the sample population suggest increased higher feelings of burnout at the 9-year mark, with increased administrative duties, and age range over 44 years. Identifying factors in workload, work environment, and influences in the home that lead to burnout early in a faculty member's tenure and introducing reduction mechanisms are key to enhancing faculty production, satisfaction, and retention.