Evidence map›Paper›PMID 30567540›Full record

ArticleBMC medical education2018

Faculty's work engagement in patient care: impact on job crafting of the teacher tasks.

Joost W van den Berg, Christel P M Verberg, Albert J J A Scherpbier, A Debbie C Jaarsma, Onyebuchi A Arah, Kiki M J M H Lombarts

Abstract readMulticenter Study
PubMed Full text at PMC Publisher
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Article in BMC medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.

0numbers the graph read from it
0cells of the map it votes in
6citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

6 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Joost W van den BergProfessional Performance research group, Department of Medical Psychology, Academic Medical Center (AMC-UvA), Meibergdreef 15, 1105AZ, Amsterdam, the Netherlands. j.w.vandenberg@amc.uva.nl.ORCID http://orcid.org/0000-0002-5948-9141
Christel P M VerbergICLON, Leiden University Graduate School of Teaching, Leiden, the Netherlands.
Albert J J A ScherpbierFaculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands.
A Debbie C JaarsmaCenter for Research & Innovation in Medical Education, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
Onyebuchi A ArahDepartment of Epidemiology, UCLA Fielding School of Public Health, Los Angeles, California, USA.
Kiki M J M H LombartsProfessional Performance research group, Department of Medical Psychology, Academic Medical Center (AMC-UvA), Meibergdreef 15, 1105AZ, Amsterdam, the Netherlands.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundHigh levels of work engagement protect against burnout. This can be supported through the work environment and by faculty themselves when they try to improve their work environment. As a result, they can become more engaged and better performers. We studied the relationship between adaptations by physicians to improve their teaching work environment, known as job crafting, and their energy levels, or work engagement, in their work as care provider and teacher. Job crafting encompasses seeking social (i) and structural (ii) resources and challenges (iii) and avoiding hindrances (iv).

methodsWe established a cross-sectional questionnaire survey in a cohort of physicians participating in classroom and clinical teaching. Job crafting and work engagement were measured separately for physicians' clinical and teaching activities. We analyzed our data using structural equation modelling controlling for age, gender, perceived levels of autonomy and participation in decision making.

results383 physicians were included. Physicians' work engagement for patient care was negatively associated with two job crafting behaviors in the teaching roles: seeking structural resources (classroom teaching: ß = - 0.220 [95% CI: -0.319 to - 0.129]; clinical teaching: ß = - 0.148 [95% CI: -0.255 to - 0.042]); seeking challenges (classroom teaching: ß = - 0.215 [95% CI: -0.317 to - 0.113]; clinical teaching:, ß = - 0.190 [95% CI: -0.319 to - 0.061]). Seeking social resources and avoiding hindrances were unaffected by physicians' work engagement for patient care.

conclusionsHigh engagement for teaching leads to job crafting in teaching. High engagement for patient care does not lead to job crafting in teaching.

Indexed as

PhysiciansWork EngagementAdultBurnout, ProfessionalCross-Sectional StudiesEducational PersonnelFacultyFatigueHumansNetherlandsPatient CareProfessional AutonomySurveys and QuestionnairesCareer developmentClinical teachingFaculty developmentJob craftingWork engagement

Identifiers

PMID30567540
PMCPMC6300023

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.