의과대학 임상교원의 교육자로서의 역할인식이 직무열의와 직무소진에 미치는 영향
The Effect of Role Awareness as Medical Teacher of Clinical Physician on Work Engagement and Burnout
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본 연구는 의과대학 임상교원이 지각하는 역할인식과 업무과부하, 직무열의, 직무소진을 알아보고, 교육자로서의 역할인식이 임상의로서의 역할인식과 직무열의 및 직무소진 간의 관계에 어떤 영향을 미치는지 알아보기 위한 것이다. 총 143명의 임상교원을 대상으로 설문을 실시하였으며, 내과계 78명, 외과계 42명, 기타임상의학계 23명의 교원이 참여하였다. 임상교원은 임상의 50.84%, 교육자 29.43%, 연구자 23.26%의 순으로 역할을 인식하는 것으로 나타났다. 교육자의 역할을 연구자 역할보다 높게 지각하는 교원이 53.80%였으며, 연구자 역할을 교육자보다 높게 지각하는 교원이 24.50%, 그리고 동일하다고 보고한 교원은 21.70%였다. 근무연한이 17년 미만인 집단들에 비하여 17년 이상인 집단의 업무과부하가 유의하게 낮았으며, 직무소진의 하위요인인 고갈 요인도 유의하게 낮은 것으로 나타났다. 반면에 교육자로서의 역할인식에 따라 직무과부하에 차이가 있었으며, 고갈도 유의하게 낮게 지각하는 것으로 나타났다. 임상의로서의 역할인식과 직무열의, 직무소진과의 관계에서 교육자로서의 역할인식이 완전매개 요인인 것으로 나타났다. 특히 교육자로서의 역할인식이 추가되었을 때 임상교원의 역할인식과 직무소진에 대한 설명력이 6.0에서 14.5%로 증가하고 직무열의에 대한 설명력이 9.2%에서 18.8%로 증가하였다. 결론적으로 의과대학 임상교원의 교육자로서의 역할인식을 제고하고 임상교원이 경험하는 직무소진과 직무열의를 보다 적극적으로 탐색하는 지속적 노력이 필요하며, 임상교원을 위한 심리사회적 지원 등을 제공할 수 있는 조직적 지원과 중재 노력 또한 제안하는 바이다.
Abstract
The purpose of this study is to investigate the role awareness and work overload, work engagement, and burnout perceived by clinical faculty, and to find out how role awareness as a medical teacher affects the relationship between role awareness as a clinician, work engagement, and burnout A total of 143 clinical faculty members were surveyed, and 78 internal medicine faculty, 42 surgical faculty members, and 23 other clinical faculty members participated. Clinical faculty were found to recognize roles in the order of 50.84% of clinicians, 29.43% of medical teachers, and 23.26% of researchers. 53.80% of faculties perceived the role of medical teacher higher than that of a researcher, 24.50% of faculties perceived the role of researcher higher than that of medical teacher, and 21.70% reported the same. Compared to the group with less than 17 years of the working period, the group with more than 17 years was significantly lower in work overload and exhaustion. On the other hand, there was a difference in job overload according to role awareness as a medical teacher, and it was found that exhaustion was perceived significantly lower. In the relationship between role awareness as a clinician, work engagement, and burnout, role awareness as a medical teacher was a completely mediating factor. In particular, when role awareness as a medical teacher was added, the explanatory power increased from 6.0% to 14.5%, and from 9.2% to 18.8%. In conclusion, there is a need for continuous efforts to raise role awareness as clinical teachers and explore job exhaustion and work engagement experienced by clinical teachers. It also proposed systematic support and intervention efforts that can provide psycho-social support for clinical teachers.
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