A qualitative interview study on the positive well-being of medical school faculty in their teaching role: job demands, job resources and role interaction

摘要

Background Attention for the well-being of medical school faculty is not only important for the prevention of attrition and burnout, but may also boost performance in their tasks in medical education. Positive well-being can be conceptualized as work engagement and this is associated with increased performance. In this study we explore how demands and resources from different tasks affect work engagement specifically for education.