Abstract
Purpose: This study aimed to explore the experiences and perceptions of faculty within a College of Health Sciences at a public university who engage in clinical practice. Specifically, it examined the perceived benefits, barriers, and institutional factors that influence faculty participation in clinical care alongside their academic responsibilities. Methods: An online survey was distributed via Qualtrics to full- and part-time faculty members across multiple departments in the College of Health Sciences. Data included Likert-scale responses evaluating perceptions of clinical engagement, as well as open-ended questions eliciting qualitative feedback. Descriptive statistics were used to summarize demographic and response data. Participants’ comments were analyzed thematically to capture recurring insights about institutional support, role expectations, and professional identity. Results: Twenty faculty members completed the survey. Fifty-five percent reported current engagement in clinical practice, with most participants citing benefits such as enhanced teaching effectiveness (100%), improved credibility with students (100%), and maintenance of clinical skills (100%). However, 84% agreed that clinical practice was an added responsibility beyond their formal workload, and 69% noted that clinical work was not considered in tenure and promotion processes. Support from department chairs and colleagues was generally positive, whereas perceived support from university administration was markedly lower. Qualitative responses reinforced these findings, emphasizing concerns over workload recognition and institutional policy ambiguity. Conclusions: Faculty strongly value clinical practice to enhance teaching, maintain competence, and sustain professional identity. However, structural barriers hinder sustained engagement, including insufficient administrative support and limited workload credit. Institutions seeking to promote practice-informed education should consider revising workload models and promotion criteria to support faculty who contribute more effectively to the academic and clinical missions of health sciences education.
Recommended Citation
Charles DB. Balancing the Clinic and the Classroom: Perspectives of Health Sciences Faculty on Clinical Practice Engagement. The Internet Journal of Allied Health Sciences and Practice. 2026 Sep 01;24(3), Article 17.
