Characteristics, Satisfaction, and Engagement of Part-Time Faculty at U.S. Medical SchoolsAcademic Medicine (2015)
Purpose: To describe the demographics of part-time faculty at U.S. medical schools and to examine their satisfaction with and perceptions of their workplace.
Method: Faculty from 14 Liaison Committee on Medical Education-accredited U.S. medical schools participated in the 2011–2012 Faculty Forward Engagement Survey. The authors calculated descriptive statistics of part-time faculty respondents and used ANOVA and t test analyses to assess significant differences between and among demographic groups.
Results: The survey yielded an overall response rate of 62% (9,600/15,490). Of the part-time faculty respondents, most had appointments in clinical departments (634/674; 94%) and were female (415/674; 62%). Just over 80% (384/474) reported a full-time equivalent of 0.5 or higher. The majority of part-time faculty respondents reported satisfaction with their department and medical school as a place to work (372/496 [75%] and 325/492 [66%]); approximately half agreed that their institution had clear expectations for part-time faculty (210/456; 46%) and provided the resources they needed (232/457; 51%). Significant differences existed between part- and full-time faculty respondents regarding perceptions of growth opportunities and compensation and benefits, with part-time faculty respondents feeling less satisfied in these areas.
Conclusions: As institutions work to improve the satisfaction of full-time faculty, they should do the same for part-time faculty. Understanding why faculty choose part-time work is important in encouraging the recruitment and retention of the most talented faculty. The findings of this study indicate multiple opportunities to improve the satisfaction and engagement of part-time faculty.
Publication DateWinter March, 2015
Citation InformationSarah A Bunton, Susan M. Pollart, Valerie Dandar, Linda Chaudron, et al.. "Characteristics, Satisfaction, and Engagement of Part-Time Faculty at U.S. Medical Schools" Academic Medicine Vol. 90 Iss. 3 (2015)
Available at: http://works.bepress.com/sarah_bunton/30/