Reasons for Faculty Attrition, Assessed by Latent Class Analysis.

Abstract

Almost 60% of early career faculty at Schools of Medicine (SOM) leave within ten years of hire. National data indicate that inadequately mentored faculty, particularly those from underrepresented minority backgrounds, are less likely to be retained. The role of mentoring in faculty retention is inadequately studied. The study objective was to analyze factors associated with SOM faculty retention, using the University of New Mexico SOM exit interview data. Analyses were based on exit surveys with SOM faculty resigning, not retiring, during the timeframe 2017-2023 (N=429). LCA was conducted using items related to primary/secondary reasons for leaving. Item response probabilities were examined to assess item associations with latent classes. Logistic regression was used to assess the association between latent class and overall experience at the SOM and the likelihood of returning to the institution. A three latent class (LC) model was selected based on reasons to leave. LC1 cited factors that were both extrinsic and intrinsic to the current workplace (lure of a greater career opportunity and low current salary respectively). LC2 primarily cited extrinsic reasons to leave (personal/family matters), and LC3 primarily cited reasons intrinsic to the current workplace (work environment and leadership). LC2 was associated with a significantly higher rating of overall experience and likelihood of considering returning (p<0.001 for both analyses). Exiting faculty may be classified into three qualitatively different subgroups or latent classes. Our study findings may guide mentors, supervisors, and organizations to identify class-specific customized interventions to help retain faculty, including those from disadvantaged groups, and thereby, help address the ongoing attrition of the nation's biomedical workforce.