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Document Type (Journals)

Original Research

Abstract

This study aimed to explore graduate-level occupational therapy (OT) and physical therapy (PT) faculty’s perspectives on their academic responsibilities, well-being, and the needs of students following the COVID-19 pandemic. The researchers hypothesized that a decrease in job satisfaction and overall well-being would be evident, indicating burnout syndrome in the faculty participants. A mixed-methods approach was utilized. Potential participants were recruited from websites of graduate-level OT and PT programs via email. Participants were included if they were currently teaching in a graduate-level OT or PT program, teaching during the COVID-19 pandemic, and working full-time. Data were collected through Google Forms from May 20th, 2024, to June 20th, 2024. The survey consisted of the Oldenburg Burnout Inventory (OLBI), the World Health Organization Five Well-Being Index (WHO-5), and five open-ended questions. Descriptive statistics were utilized for demographics, the OLBI, and the WHO-5, and themes were derived from the open-ended questions. Of the 123 responses received, 97 met the inclusion criteria, the majority of which were female and teaching in OT programs. Although the quantitative data did not indicate a consensus of burnout syndrome, three themes were identified: students have changed, faculty responsibilities have increased, and faculty have new needs. Significant challenges were identified by participants’ responses to the qualitative questions. Suggestions for mitigating the challenges included increasing faculty and staff, and provision of additional supports surrounding technology and mental health. Universities should attend to the needs of faculty to improve job satisfaction and retention and promote a positive work-life balance.

Biography

Chelsea Reji, OTD is a graduate of the Occupational Therapy Doctorate program at Gannon University, Ruskin, Florida. She is interested in working in pediatric and inpatient rehabilitation settings and aspires to pursue a career in academia.

Anne Moscony, OTD, CHT is an Assistant Professor for the Occupational Therapy Doctorate program at Gannon University, Ruskin, Florida. She has been an occupational therapist (OT) for almost 40 years and a certified hand therapist (CHT) for over 30 years. Anne earned her post-professional Doctor of Occupational Therapy in 2019 from University of St. Augustine for Health Sciences. She has worked in a variety of settings and is a published author and presenter. She is passionate about facilitating the next generation of awesome occupational therapists through education and mentorship.

Dianna Lunsford, OTD, CHT is currently a Professor and Program Director for the Occupational Therapy Doctorate program at Gannon University, Ruskin, Florida. She has been an occupational therapist (OT) for over 30 years and a certified hand therapist (CHT) for 25 years. Dianna earned her post-professional Doctor of Occupational Therapy in 2012 from Rocky Mountain University of Health Professions. She has worked in a variety of settings and is passionate about advancing the profession through scholarship and service. Dianna is a published author and presenter. Dianna is the senior editor for the ASHT Times, a member of the ASHT International Committee since 2015, and an occasional editor for several peer-reviewed journals.

Declaration of Interest

The authors report no declarations of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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