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Abstract

Objective: Growing numbers of physical therapy (PT) educational programs (PTEPs) creates a challenge in recruiting and retaining faculty, potentially having negative ramifications for PT education. Burnout may be contributory as it has known physiological, psychological, and behavioral consequences in numerous clinical and academic populations, creating widespread negative outcomes. This study aimed to investigate burnout prevalence among PT faculty. Methods: Eligible participants, including current full and part-time PTEP faculty members in the United States with emails listed on public-facing program websites, were emailed study information and a link to the consent and survey. Consenting participants completed a Qualtrics survey consisting of 49-items including demographics, academic experience, and burnout. Frequencies, percentages, medians, and interquartile ranges were used for descriptive analyses. Participants were subcategorized into groups: “Burnout” or “No Burnout” from their current faculty position. Descriptive statistics by group were analyzed and Mann-Whitney U tests were used to analyze differences between groups. Chi-square tests were used to determine whether associations existed between categorical independent variables and, 1) participant-reported burnout and 2) faculty intent to leave. Significance was set at pResults: Three hundred thirty-three (333) individuals responded, with a 70% prevalence of burnout. Fourteen percent (14%) reported job dissatisfaction, 54% considered leaving their role, 9% indicated taking a leave of absence, and 24% disclosed having sought professional help due to burnout. Burnout was significantly associated with intent to leave. Factors associated with burnout and intent to leave included number of years as a faculty member and in current faculty role, whether perceived workload efforts matched expectations, and perception of resource adequacy. Conclusion: This study presents disquieting statistics related to PTEP faculty burnout with potential ramifications at personal, programmatic, and organizational levels. Further investigation is warranted to better understand associated factors and the magnitude of their impact to identify targets for intervention, with the goal of fostering a healthier and more balanced work environment for individuals entrusted with the crucial task of educating future PTs. Without action, PT education may face negative consequences such as increased administrative costs, disruption to programs, and ultimately reduction in the quality of education provided to PT students.

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