Predictors of early faculty attrition at one Academic Medical Center

Abstract

BackgroundFaculty turnover threatens the research, teaching and clinical missions of medical schools. We measured early attrition among newly-hired medical school faculty and identified personal and institutional factors associated with early attrition.MethodsThis retrospective cohort study identified faculty hired during the 2005–2006 academic year at one school. Three-year attrition rates were measured. A 40-question electronic survey measured demographics, career satisfaction, faculty responsibilities, institutional/departmental support, and reasons for resignation. Odds ratios (ORs) and 95 percent confidence intervals (95% CI) identified variables associated with early attrition.ResultsOf 139 faculty, 34% (95% CI = 26-42%) resigned within three years of hire. Attrition was associated with: perceived failure of the Department Chair to foster a climate of teaching, research, and service (OR = 6.03; 95% CI: 1.84, 19.69), inclusiveness, respect, and open communication (OR = 3.21; 95% CI: 1.04, 9.98). Lack of professional development of the faculty member (OR = 3.84; 95% CI: 1.25, 11.81); institutional recognition and support for excellence in teaching (OR = 2.96; 95% CI: 0.78, 11.19) and clinical care (OR = 3.87; 95% CI: 1.04, 14.41); and >50% of professional time devoted to patient care (OR = 3.93; 95% CI: 1.29, 11.93) predicted attrition. Gender, race, ethnicity, academic degree, department type and tenure status did not predict early attrition. Of still-active faculty, an additional 27 (48.2%, 95% CI: 35.8, 61.0) reported considering resignation within the 5 years.ConclusionsIn this pilot study, one-third of new faculty resigned within 3 years of hire. Greater awareness of predictors of early attrition may help schools identify threats to faculty career satisfaction and retention.

Retaining Faculty in Academic Medicine: The Impact of Career Development Programs for Women

“…25 Third, specific intervals of longer likelihood of retention associated with CDP participation suggest that the first decades following initial appointment as Assistant Professor and first promotion as Associate Professor are critical periods for retention that can be enhanced with professional development participation. [26][27][28] The loss of each faculty member is costly for individual AHCs, even if faculty remain elsewhere within academic medicine. 7 A recent report found that intent to switch institutions was correlated with a perception of ''far too much/too much'' time/effort spent in a given mission area.…”

“…34 Others have reported that such skill building influences retention in academic medicine. 35,36 The critical skills gained may include strengthening personal assertiveness, increasing selfefficacy, enhancing career aspiration, 16,34,37 and increasing awareness of resources for career development. Moreover, institutional visibility from selection for CDPs explicitly endorses the value of the individual both to the woman herself and to those following her academic and leadership The conceptual model used to construct this research hypothesized that CDPs play a crucial role in mitigating the tensions of competing organizational and individual demands for women faculty and in developing their capacity to contribute to their organizations.…”

Concerning trends in allopathic medical school faculty rank for Indigenous people: 2014–2016

“…Several studies of medical school faculty have been conducted [27–29], one of which revealed that 34% of new hires resigned within 3 years [27]. Among these faculty, reasons for leaving included issues with inclusiveness, respect, open communication, lack of professional development of the faculty member, and being overwhelmed by clinical care.…”

“…Among these faculty, reasons for leaving included issues with inclusiveness, respect, open communication, lack of professional development of the faculty member, and being overwhelmed by clinical care. This study, which was conducted in 2014, found that gender, race, ethnicity, academic degree, department type, and tenure status did not predict early attrition [27]. Two other studies highlighted challenges for academic advancement, although they did not include data on race or ethnicity.…”

Identifying Components of Success Within Health Sciences-Focused Mentoring Programs Through a Review of the Literature

“…4 Lack of mentorship has been identified as an important barrier to career development and satisfaction within academia. 2,5,6 In a qualitative study of 16 junior faculty members within academic medicine, 98% of participants identified lack of mentorship as a barrier to their career progression.6 Meanwhile, effective mentoring has been shown to result in positive career outcomes; studies have demonstrated that mentoring is related to enhanced career development, career progression, and enhanced research productivity. 5,7,8 Mentoring is also associated with higher rates of promotion, 9 with one study demonstrating that 50 mentored academic clinicians were promoted more quickly, had higher retention rates and reported greater self-efficacy and career satisfaction.…”