Adam Neufeld, Greg Malin, Oksana Babenko, Cesar Orsini
{"title":"Workplace Causality Orientations Moderate Impostorism and Burnout: New Insights for Wellness Interventions in Graduate Medical Education.","authors":"Adam Neufeld, Greg Malin, Oksana Babenko, Cesar Orsini","doi":"10.1080/10401334.2024.2388223","DOIUrl":null,"url":null,"abstract":"<p><p><b><i>Theory</i>:</b> Impostor phenomenon (IP) is strongly linked to physician burnout, but the nature of this association is not well understood. A better grasp of the mechanism between these constructs could shed new light on ways to mitigate physician IP and burnout. Grounded in self-determination theory (SDT), the present study explores whether and how residents' general causality orientations at work-impersonal, controlled, and autonomous-each moderate the effect of IP on physician burnout. <b><i>Hypotheses:</i></b> We theorized that the autonomous orientation would buffer the facilitative effect of IP on burnout, while the controlled and impersonal orientations would each enhance it to varying degrees. <b><i>Method:</i></b> Two hundred forty-three residents from the Universities of Saskatchewan, Calgary, and Alberta, across various programs, specialties, and years of training, completed a survey containing demographic questions and three previously validated instruments: the Clance Impostor Phenomenon Scale, Causality Orientations at Work Scale, and Oldenburg Burnout Inventory. We used partial correlation analyses to test our moderation hypotheses. <b><i>Results:</i></b> In line with what we expected, the autonomous causality orientation buffered the facilitative effect of IP on burnout, while the controlled and impersonal causality orientations each enhanced it. <b><i>Conclusions:</i></b> Results suggest that possessing a stronger autonomous causality orientation (and creating learning/work environments that prime it) will dampen the effect of IP on burnout, while possessing a stronger controlled or impersonal causality orientation (and creating learning/work environments that prime them) will each augment it. Findings and their implications are discussed in terms of instigating theory-informed, system-level wellness interventions in graduate medical education.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-9"},"PeriodicalIF":2.1000,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Medicine","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10401334.2024.2388223","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Theory: Impostor phenomenon (IP) is strongly linked to physician burnout, but the nature of this association is not well understood. A better grasp of the mechanism between these constructs could shed new light on ways to mitigate physician IP and burnout. Grounded in self-determination theory (SDT), the present study explores whether and how residents' general causality orientations at work-impersonal, controlled, and autonomous-each moderate the effect of IP on physician burnout. Hypotheses: We theorized that the autonomous orientation would buffer the facilitative effect of IP on burnout, while the controlled and impersonal orientations would each enhance it to varying degrees. Method: Two hundred forty-three residents from the Universities of Saskatchewan, Calgary, and Alberta, across various programs, specialties, and years of training, completed a survey containing demographic questions and three previously validated instruments: the Clance Impostor Phenomenon Scale, Causality Orientations at Work Scale, and Oldenburg Burnout Inventory. We used partial correlation analyses to test our moderation hypotheses. Results: In line with what we expected, the autonomous causality orientation buffered the facilitative effect of IP on burnout, while the controlled and impersonal causality orientations each enhanced it. Conclusions: Results suggest that possessing a stronger autonomous causality orientation (and creating learning/work environments that prime it) will dampen the effect of IP on burnout, while possessing a stronger controlled or impersonal causality orientation (and creating learning/work environments that prime them) will each augment it. Findings and their implications are discussed in terms of instigating theory-informed, system-level wellness interventions in graduate medical education.
理论:冒名顶替现象(IP)与医生的职业倦怠密切相关,但这种关联的性质却不甚明了。如果能更好地掌握这些概念之间的机制,就能为减轻医生的冒名顶替现象和职业倦怠提供新的思路。本研究以自我决定理论(SDT)为基础,探讨住院医师在工作中的一般因果关系取向--个人取向、控制取向和自主取向--是否以及如何调节 IP 对医生职业倦怠的影响。假设:我们推测,自主取向将缓冲住院医师职业倦怠的促进作用,而受控取向和非个人取向将在不同程度上增强这种作用。研究方法来自萨斯喀彻温大学、卡尔加里大学和阿尔伯塔大学的 243 名住院医师完成了一项调查,这些住院医师来自不同的专业、专科和培训年限,调查内容包括人口统计学问题和三种之前经过验证的工具:克兰斯冒名顶替现象量表、工作中的因果取向量表和奥尔登堡职业倦怠量表。我们使用偏相关分析来检验我们的调节假设。结果与我们的预期一致,自主因果关系取向缓冲了IP对职业倦怠的促进作用,而受控因果关系取向和非个人因果关系取向则分别增强了这种作用。结论研究结果表明,拥有更强的自主因果关系取向(以及创造能激发自主因果关系取向的学习/工作环境)将会减弱知识产权对职业倦怠的影响,而拥有更强的受控因果关系取向或非个人因果关系取向(以及创造能激发受控因果关系取向的学习/工作环境)将会增强自主因果关系取向对职业倦怠的影响。本文从在医学研究生教育中推行以理论为指导的系统级健康干预措施的角度,讨论了研究结果及其影响。
期刊介绍:
Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories: