<p>Characteristics of Faculty at Risk of Leaving Their Medical Schools: An Analysis of the StandPoint™ Faculty Engagement Survey</p>

Abstract

This study seeks to identify the characteristics and attitudes of faculty in US medical colleges who are at risk of leaving their institution. Methods: This research leverages data from the AAMC StandPoint Faculty Engagement Survey administered to 37,779 faculty representing 36 institutions participating during 2013-2016. Univariate and multivariable robust logistic regression models were used to assess predictors of the intent to leave based on the question: "Do you plan to leave this medical school in the next 1-2 years?". Results: Thirty percent (n=5559/18,475) of faculty responded that they were considering leaving their institution. Thirty-one percent of female faculty vs 29% of male faculty expressed an intent to leave. At-risk faculty were likely to be at junior faculty rank and at their institutions for 6-15 years vs other time periods (OR=1.16; p≤0.001). Having an administrative title (OR=0.72; p≤0.001) and receiving formal mentorship (OR=0.65; p≤0.001) were protective. Finally, faculty answering "disagree" or "strongly disagree" to any one of these StandPoint Survey questions were at > 6 fold risk of expressing an intent to leave: 1) I am satisfied with my opportunities for professional development, 2) I feel appreciated by my supervisor, 3) My day-today activities give me a sense of accomplishment. Conclusion: Faculty expressing an intent to leave their institution have an identifiable profile. Top concerns of at-risk faculty relate to supervisory relationships and growth opportunities rather than compensation or governance. Institutional leaders should consider these factors in the development of a proactive strategy to retain talented faculty.

Why We Left: A Qualitative Investigation of Former Physician Assistant Faculty

“…Ineffective leadership and inadequate mentorship as major themes are consistent with prior research, both in PA education [11][12][13][14][15] and in academic medicine. 17,[29][30][31][32][33] The theme of erroneous expectations of academic work is also consistent with a description of expectancy theory in the higher education literature. 34 Previous research on PA faculty has emphasized the importance of organizational support, clear expectations for work, and experienced leadership to guide and mentor faculty.…”

“…Ineffective leadership and inadequate mentorship as major themes are consistent with prior research, both in PA education 11-15 and in academic medicine. 17,29-33 The theme of erroneous expectations of academic work is also consistent with a description of expectancy theory in the higher education literature. 34…”

Value, Support, and Advancement: An Organization’s Role in Faculty Career Intentions in Academic Medicine

“…Academic medical centers may facilitate faculty growth through offerings like formal mentoring for career and leadership development and executive coaching to help faculty strategize their desired career advancement. Indeed, Zimmerman et al 18 found that receiving professional development opportunities, appreciation from supervisors, or a daily sense of accomplishment were key factors in faculty engagement. But, ultimately the impact of organizational efforts is only as effective as their alignment with the values of the faculty.…”

A Novel Coach-Approach to Clinical Faculty Mentoring and the UW Department of Medicine Clinical Faculty Development Program

“…Some data suggest that faculty development programs may increase career satisfaction and engagement, utilization and satisfaction with mentorship opportunities, research productivity, and promotion rates [5][6][7][8][9][10] . Indeed, faculty who participate in professional development are more fulfilled, productive, and are less likely to leave their institution 5,[11][12][13][14]15 . Mentoring programs have been identified as particularly impactful at promoting faculty vitality; however, mid-career and senior clinical faculty may not have the knowledge base and mentoring skills to provide impactful guidance 9,16 and the optimal approach to mentor training and its effects on the mentor's career development and professional vitality are not known.…”