Abstract
IntroductionCoaching is a growing clinician-educator role. Self-efficacy is a powerful faculty motivator that is associated positively with job satisfaction and negatively with burnout. This study examines self-efficacy, job satisfaction, and burnout in coaches and other clinician-educators.MethodsWe conducted a mixed methods study using a quantitative survey followed by qualitative interviews of faculty at the University of California, San Francisco. Coaches (funded 20% full-time equivalents), faculty with other funded education positions (“funded”), and faculty without funded education positions (“unfunded”) completed a 48-item survey addressing self-efficacy (teaching, professional development, and scholarship), job satisfaction, and burnout. Data were analyzed using analysis of variance followed by post-hoc tests and chi-square tests. To elaborate quantitative results, we conducted qualitative interviews of 15 faculty and analyzed data using framework analysis.Results202 of 384 faculty (52.6%) responded to the survey; 187 complete surveys were analyzed. Teaching self-efficacy was similar across groups. Coaches and funded educators had significantly higher professional development self-efficacy and job satisfaction than unfunded educators. Burnout was more prevalent in coaches and unfunded educators. Qualitative analysis yielded three themes: sources of reward, academic identity, and strategies to mitigate burnout. Educator roles provide reward that enhances self-efficacy and job satisfaction but also generate competing demands. Coaches cited challenges in forming professional identities and working with struggling learners.DiscussionThe coaching role provides faculty with benefits similar to other funded educator roles, but the particular demands of the coach role may contribute to burnout.Supplementary InformationThe online version of this article (10.1007/s40037-021-00676-7) contains supplementary material, which is available to authorized users.
Highlights
The coaching role provides faculty with benefits similar to other funded educator roles, but the particular demands of the coach role may contribute to burnout
Our objectives were to examine coaches’ and other educators’ selfefficacy, job satisfaction, and burnout, and explore how faculty experiences contribute to these outcomes
A mixed methods approach was selected to quantify self-efficacy, job satisfaction, and burnout among coaches and other clinician-educators and used interviews to explore faculty experiences based on these findings
Summary
This study examines self-efficacy, job satisfaction, and burnout in coaches and other clinician-educators. Methods We conducted a mixed methods study using a quantitative survey followed by qualitative interviews of faculty at the University of California, San Francisco. Coaches (funded 20% full-time equivalents), faculty with other funded education positions (“funded”), and faculty without funded education positions (“unfunded”) completed a 48-item survey addressing self-efficacy (teaching, professional development, and scholarship), job satisfaction, and burnout. Clinician-educators are essential to the academic mission They face challenges to career success, including higher clinical demands and less clear paths to promotion than other faculty [1,2,3]. Kaiser Departments of Pediatrics and Clinical Epidemiology and Biostatistics, University of California, San Francisco, CA, USA
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