Communication in Pharmacy Higher Education to Improve Work-life and Mitigate Burnout

Abstract

Objective. To identify the content, style, timing, tone, and initiation of communication that best connotes "reassurance of worth" from peers and supervisors in pharmacy academia.Methods. This study employed semi-structured interviews to acquire in-depth information from pharmacy faculty through a purposive sampling process. Academicians who had published in the area of work-life and/or were deemed likely to make substantial contributions to the interview were asked to participate. Participants represented a cross section of pharmacy faculty in terms of discipline, institution, and demographic characteristics. An interview guide was constructed based on motivating language theory and provisions of social relationships theory. Interviews were conducted via Zoom and transcribed verbatim. Themes were gleaned using open coding, then audited and checked.Results. Data saturation occurred after eight interviews. Two primary themes emerged: guidance, particularly related to professional development and tenure; and reassurance of worth through invited participation, praise, and/or rewards. Interviewees highlighted the importance of empathetic yet practical language among peers, and supervisor-initiated, meaning-making language rather than generic platitudes.Conclusion. Empathetic, personal language that provides guidance and reassurance of worth can enhance pharmacy faculty contributions and mitigate burnout. Invitations to collaborate are seen by faculty as collegial and engaging. This study demonstrated the usefulness of motivating language theory and social provisions in guiding communications among pharmacy academicians.

Keywords: burnout; communication; institutional support; motivating language theory; pharmacy education.