ArticleBMC medical education2025
Evolving health professions educators' work engagement in teaching while combining roles in an academic medical center.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
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.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundHigh quality professional education requires good educators who show engagement with teaching in addition to content knowledge and didactic skills. In health professions education it is common that teaching faculty combine their teaching role with roles in patient care and/or research. However, previous studies on work engagement have mainly focused on jobs as a whole and not considered people who combine roles or tasks that could have different demands. This study aims to describe how health professions educators' work engagement in teaching, in combination with research and patient care, evolved over time at an academic medical center in the Netherlands.
methodsAll teaching faculty at the center were invited to complete the same online questionnaire in 2011, 2016, and 2022, where their work engagement was measured using the Utrecht Work Engagement Scale (UWES-9) and they rated 22 items affecting their engagement in teaching. We calculated descriptive statistics; computed engagement score means for overall work and individual task areas (teaching, research, and patient care); and compared means across groups with various task area combinations and across years. We also performed content analysis of responses to the open-ended questions in the questionnaire.
resultsWork engagement scores overall and for each task area (teaching, research, and patient care) fluctuated over time. Job-related aspects enhancing engagement in teaching included 'autonomy' and 'appreciation.' 'Teaching about my own specialty' consistently scored high.
conclusionTeaching faculty in our center are engaged with teaching tasks and their work engagement is consistently high over time. Combining roles might be positively related to teaching engagement by maintaining balance when job demands in other tasks increase. To maintain and increase teaching engagement, organizations should focus on the provision of time, autonomy, and support to health professions educators. Teaching engagement may increase more through content knowledge and autonomy in teaching than by facilitating educational research and dissemination opportunities.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.