Impact of faculty well-being on medical student education

Abstract

Purpose: The prevalence of physician burnout has risen and negatively impacts patient care, healthcare costs, and physician health. Medical students are heavily influenced by the medical teams they rotate with on the wards. We postulate that faculty well-being influences student perception of clerkships.

Methods: Medical student evaluations core clerkships at one academic institution were compared with results of faculty well-being scores over 2 years (2018-2020). Linear mixed models were used to model each outcome adjusting for year, mean faculty distress score, and the standard deviation (SD) of WBI mean distress scores. Clerkships and students were treated as random effects.

Results: Two hundred and eighty Well-Being Index evaluations by faculty in 7 departments (5 with reportable means and standard deviations), and clerkship evaluations by 223 students were completed. Higher faculty distress scores were associated with lower student evaluation scores of the clerkship (- 0.18 per unit increase in distress, std. err = 0.05, p < 0.01). Increased SD (variability) of faculty distress was associated with higher student overall ratings (0.49 points per unit increase in variability, std. err = 0.11, p < 0.01), as was year with 2019-2020 having lower overall ratings (- 0.17, std. err = 0.06, p < 0.01). Findings were similar for ratings of faculty teaching: mean faculty distress (- 0.15, std. err = 0.25), SD faculty distress (0.33, std. err = 0.12), 2019-2020 vs. 2018-2019 (- 0.19, std. err = 0.06) (all p < 0.01).

Conclusions: Physician well-being is not only associated with quality of patient care and physician health, but also with medical student perceptions of clinical education. These findings provide yet another indirect benefit to improved physician well-being: enhanced undergraduate medical educational experience.

Keywords: Burnout; Medical education; Teaching; Well-being.