Impact of resident well-being and empathy on assessments of faculty physicians

Thomas J. Beckman, Darcy A. Reed, Tait D. Shanafelt, Colin Patrick West

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Background: Teaching effectiveness is an important criterion for promoting clinician-educators. However, the relationship between residents' psychological characteristics and their assessments of faculty physicians is unknown. Objective: To determine whether residents' well-being and empathy influenced their assessments of faculty physicians. Design, Setting, and Participants: We studied 1,191 assessments of 356 faculty physicians by 209 internal medicine residents at a large academic medical center from 2007 to 2008. A repeated measures design with multivariate generalized estimating equations was used to evaluate associations between resident well-being and empathy, and residents' assessments of faculty. Measurements: Resident surveys included standardized measures of quality of life, burnout, depression, and empathy. Residents assessed faculty members' teaching performance with a validated 16-item instrument. Results: 149 residents (71%) provided well-being, empathy, and assessment data. In multivariate models, faculty assessments from the previous year were the strongest predictor of current resident-of-faculty assessment scores. Residents' Jefferson Scale of Physician Empathy (JSPE) scores were also associated with faculty assessments (beta=0.0063, 95% CI=0.0018-0.0108; p=.0061). On this 140-point, 20-item scale, a 10-point increase in empathy correlated with a 0.063-point increase in residents' assessments of faculty on a 5-point scale. There were no significant associations between residents' assessments of faculty and quality of life, burnout, or depression. Conclusions: This study demonstrates that residents' well-being does not influence their assessments of faculty physicians, thus supporting the trustworthiness of these assessments as a criterion for promoting clinician-educators. However, the association between residents' empathy and resident-of-faculty assessments suggests that faculty assessments may be modestly influenced by residents' intrinsic characteristics.

Original languageEnglish (US)
Pages (from-to)52-56
Number of pages5
JournalJournal of General Internal Medicine
Volume25
Issue number1
DOIs
StatePublished - Jan 2010

Fingerprint

Physicians
Teaching
Quality of Life
Depression
Internal Medicine
Psychology

Keywords

  • Clinical teaching
  • Clinician-educator
  • Faculty
  • Resident empathy
  • Resident well-being

ASJC Scopus subject areas

  • Internal Medicine

Cite this

Impact of resident well-being and empathy on assessments of faculty physicians. / Beckman, Thomas J.; Reed, Darcy A.; Shanafelt, Tait D.; West, Colin Patrick.

In: Journal of General Internal Medicine, Vol. 25, No. 1, 01.2010, p. 52-56.

Research output: Contribution to journalArticle

Beckman, Thomas J. ; Reed, Darcy A. ; Shanafelt, Tait D. ; West, Colin Patrick. / Impact of resident well-being and empathy on assessments of faculty physicians. In: Journal of General Internal Medicine. 2010 ; Vol. 25, No. 1. pp. 52-56.
@article{1c97ece4b95d4564a44d3763e88cd706,
title = "Impact of resident well-being and empathy on assessments of faculty physicians",
abstract = "Background: Teaching effectiveness is an important criterion for promoting clinician-educators. However, the relationship between residents' psychological characteristics and their assessments of faculty physicians is unknown. Objective: To determine whether residents' well-being and empathy influenced their assessments of faculty physicians. Design, Setting, and Participants: We studied 1,191 assessments of 356 faculty physicians by 209 internal medicine residents at a large academic medical center from 2007 to 2008. A repeated measures design with multivariate generalized estimating equations was used to evaluate associations between resident well-being and empathy, and residents' assessments of faculty. Measurements: Resident surveys included standardized measures of quality of life, burnout, depression, and empathy. Residents assessed faculty members' teaching performance with a validated 16-item instrument. Results: 149 residents (71{\%}) provided well-being, empathy, and assessment data. In multivariate models, faculty assessments from the previous year were the strongest predictor of current resident-of-faculty assessment scores. Residents' Jefferson Scale of Physician Empathy (JSPE) scores were also associated with faculty assessments (beta=0.0063, 95{\%} CI=0.0018-0.0108; p=.0061). On this 140-point, 20-item scale, a 10-point increase in empathy correlated with a 0.063-point increase in residents' assessments of faculty on a 5-point scale. There were no significant associations between residents' assessments of faculty and quality of life, burnout, or depression. Conclusions: This study demonstrates that residents' well-being does not influence their assessments of faculty physicians, thus supporting the trustworthiness of these assessments as a criterion for promoting clinician-educators. However, the association between residents' empathy and resident-of-faculty assessments suggests that faculty assessments may be modestly influenced by residents' intrinsic characteristics.",
keywords = "Clinical teaching, Clinician-educator, Faculty, Resident empathy, Resident well-being",
author = "Beckman, {Thomas J.} and Reed, {Darcy A.} and Shanafelt, {Tait D.} and West, {Colin Patrick}",
year = "2010",
month = "1",
doi = "10.1007/s11606-009-1152-0",
language = "English (US)",
volume = "25",
pages = "52--56",
journal = "Journal of General Internal Medicine",
issn = "0884-8734",
publisher = "Springer New York",
number = "1",

}

TY - JOUR

T1 - Impact of resident well-being and empathy on assessments of faculty physicians

AU - Beckman, Thomas J.

AU - Reed, Darcy A.

AU - Shanafelt, Tait D.

AU - West, Colin Patrick

PY - 2010/1

Y1 - 2010/1

N2 - Background: Teaching effectiveness is an important criterion for promoting clinician-educators. However, the relationship between residents' psychological characteristics and their assessments of faculty physicians is unknown. Objective: To determine whether residents' well-being and empathy influenced their assessments of faculty physicians. Design, Setting, and Participants: We studied 1,191 assessments of 356 faculty physicians by 209 internal medicine residents at a large academic medical center from 2007 to 2008. A repeated measures design with multivariate generalized estimating equations was used to evaluate associations between resident well-being and empathy, and residents' assessments of faculty. Measurements: Resident surveys included standardized measures of quality of life, burnout, depression, and empathy. Residents assessed faculty members' teaching performance with a validated 16-item instrument. Results: 149 residents (71%) provided well-being, empathy, and assessment data. In multivariate models, faculty assessments from the previous year were the strongest predictor of current resident-of-faculty assessment scores. Residents' Jefferson Scale of Physician Empathy (JSPE) scores were also associated with faculty assessments (beta=0.0063, 95% CI=0.0018-0.0108; p=.0061). On this 140-point, 20-item scale, a 10-point increase in empathy correlated with a 0.063-point increase in residents' assessments of faculty on a 5-point scale. There were no significant associations between residents' assessments of faculty and quality of life, burnout, or depression. Conclusions: This study demonstrates that residents' well-being does not influence their assessments of faculty physicians, thus supporting the trustworthiness of these assessments as a criterion for promoting clinician-educators. However, the association between residents' empathy and resident-of-faculty assessments suggests that faculty assessments may be modestly influenced by residents' intrinsic characteristics.

AB - Background: Teaching effectiveness is an important criterion for promoting clinician-educators. However, the relationship between residents' psychological characteristics and their assessments of faculty physicians is unknown. Objective: To determine whether residents' well-being and empathy influenced their assessments of faculty physicians. Design, Setting, and Participants: We studied 1,191 assessments of 356 faculty physicians by 209 internal medicine residents at a large academic medical center from 2007 to 2008. A repeated measures design with multivariate generalized estimating equations was used to evaluate associations between resident well-being and empathy, and residents' assessments of faculty. Measurements: Resident surveys included standardized measures of quality of life, burnout, depression, and empathy. Residents assessed faculty members' teaching performance with a validated 16-item instrument. Results: 149 residents (71%) provided well-being, empathy, and assessment data. In multivariate models, faculty assessments from the previous year were the strongest predictor of current resident-of-faculty assessment scores. Residents' Jefferson Scale of Physician Empathy (JSPE) scores were also associated with faculty assessments (beta=0.0063, 95% CI=0.0018-0.0108; p=.0061). On this 140-point, 20-item scale, a 10-point increase in empathy correlated with a 0.063-point increase in residents' assessments of faculty on a 5-point scale. There were no significant associations between residents' assessments of faculty and quality of life, burnout, or depression. Conclusions: This study demonstrates that residents' well-being does not influence their assessments of faculty physicians, thus supporting the trustworthiness of these assessments as a criterion for promoting clinician-educators. However, the association between residents' empathy and resident-of-faculty assessments suggests that faculty assessments may be modestly influenced by residents' intrinsic characteristics.

KW - Clinical teaching

KW - Clinician-educator

KW - Faculty

KW - Resident empathy

KW - Resident well-being

UR - http://www.scopus.com/inward/record.url?scp=77951143291&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77951143291&partnerID=8YFLogxK

U2 - 10.1007/s11606-009-1152-0

DO - 10.1007/s11606-009-1152-0

M3 - Article

C2 - 19882191

AN - SCOPUS:77951143291

VL - 25

SP - 52

EP - 56

JO - Journal of General Internal Medicine

JF - Journal of General Internal Medicine

SN - 0884-8734

IS - 1

ER -