Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review

Associations between perceived occupational stressors and symptoms severity of depression, anxiety and stress among academic faculty: First cross-sectional study from Qatar

BACKGROUND

Mental health concerns among university faculty are on the rise, with reports of anxiety, depression, and occupational stress, impacting the higher education community. In Qatar, an assessment of faculty mental health has not been previously realized. The objectives of the current study were twofold: Firstly, to evaluate the extent of perceived occupational stress, depression, anxiety, and stress, and secondly, to assess the association among these mental health parameters.

METHODS

A cross-sectional study was conducted among faculty using an online, self-administered, anonymous, voluntary survey. All faculty were included by sending the survey to their institutional emails. In addition to faculty demographics and general health status, the survey measured perceived stress due to academic job roles using the Faculty Stress Index (FSI) with its five distinct domains, and assessed faculty mental health using the Depression, Anxiety, and Stress Scale-21 items (DASS-21). Modified Poisson regression with robust variance was used to assess how FSI influences levels of depression, anxiety, and stress.

RESULTS

A total of 112 faculty responded to the survey. The highest faculty self-perceptions of mental health conditions were for anxiety (63% at least moderate), followed by depression (30% at least moderate), and least for stress (26% at least moderate). The overall mean FSI score was 48.8 ± 29.4; time constraint and rewards and recognition domains scored highest (18.5 ± 11.4 and 13.3 ± 9.3 respectively) while the departmental influence domain scored least (4.8 ± 4.4). Increased risk of at least moderate levels of self-perceived depression and stress were significantly associated with higher FSI score (p˂0.001). Increased risk of at least moderate levels of depression were less likely among faculty aged 50 years and above (p = 0.034), while increased risk of at least moderate levels of anxiety were more likely among faculty from humanities colleges (p = 0.027).

CONCLUSIONS

This is the first investigation of university faculty mental health in Qatar, indicating multifactorial perceived occupational stress, associated with higher perceived severity of mental health conditions. These baseline results establish links between specific occupational stressors for faculty and their mental well-being. As such, assessment of mental health conditions, controlling occupational stress, and developing tailored mental health interventions for faculty, are strategic to implement and foster well-being of academics. Further research into mental health of faculty and designing effective interventions that consider their specific stressors and associated factors are warranted.

Gender equity in academic dermatology: Problems aplenty, yet paths ahead

Efforts to achieve gender equity of health professionals should be a priority in all fields of medicine, including academic dermatology. This review aimed, first, to summarize available evidence about the status of gender equity in various domains of academic dermatology-headship positions, salary, editor and editorial board appointments, publications, conference presentations, receipt of research grants and academic prizes-second, to identify challenges to achieving gender equity and, third, to articulate the components of a multifaceted strategy for gender parity. A variety of databases were searched. Manual searching of reference lists and searching of grey literature were also undertaken. It was found that, despite improvements in some domains, the gender inequity persists in all of the above-mentioned areas of academic dermatology. Challenges to achieve gender parity include time in pregnancy, disproportionate participation in childrearing and domestic tasks compared with men, suboptimal legislation in many jurisdictions for parenting and childcare leave, and unconscious biases about women. Elements of a multipronged approach include strengthening women's dermatology societies that advocate for women in academia; celebrating the careers of distinguished female academic dermatologists; mentoring; promoting leadership courses; striving for a greater representation of women among editors-in-chief, authors, and conference presenters, among others; seeking better pay, leave conditions and other work entitlements; conducting high-quality research about gender inequity in academic dermatology; imposing sanctions for violations of gender equity; supporting dermatologists' health; and learning from the experience of other fields of academic medicine.

Comparison of the Mental Disorders Among Families of ISIS Captives Residing in Sulaymaniyah With the Native Population in 2023: A Cross-sectional Study

BACKGROUND

This study aimed to compare the level of mental disorders among families of ISIS captives residing in Sulaymaniyah with the native population in 2023.

METHODS

In the present descriptive-analytical cross-sectional study, a total of 383 ISIS captives by census aged 18-60 years were selected, along with an equal number of matched native individuals from Sulaymaniyah in terms of demographic characteristics. The data collection tool was the SCL-90 questionnaire. The 90-R-SCL interview and test were used to assess the level of symptoms related to mental disorders.

RESULTS

The results showed statistically significant differences between ISIS captives and the native population in terms of the total psychological disorder mean score (2.54±0.30 vs. 1.52±0.16; P<0.001), Global Severity Index (GSI) (253.40±32.82 vs. 137.03±14.74; P<0.001) and the mean scores of the dimensions of psychological disorder including: physical complaint (2.52±0.45 vs. 1.67±0.54; P<0.001), obsessive compulsive disorder (2.51±0.43 vs. 1.50±0.44; P<0.001), disorder in interpersonal relationships (2.55±0.44 vs. 19.10±0.29; P<0.001), depressive disorder (2.60±0.41 vs. 1.60±0.55; P<0.001), anxiety disorder (2.50±0.41 vs. 12.10±0.29; P<0.001), aggression disorder (2.55±0.49 vs. 19.10±0.40; P<0.001), morbid fear disorder (2.55±0.45 vs. 1.48±0.45; P<0.001), paranoid ideation disorder (2.49±0.55 vs. 1.39±0.40; P<0.001), and psychotic disorder (2.47±0.43 vs. 1.52±0.57; P<0.001).

CONCLUSION

The findings of this study suggest that ISIS captives suffer from multiple psychological disorders, and the presence of more severe mental disorders among this population necessitates comprehensive psychiatric and psychological services for them.

Assessing Workplace Factors That Influence Burnout and Identifying Recommendations to Support Well-being in Pharmacy Faculty

OBJECTIVE

Creating environments that promote well-being is critical as studies have shown that burnout, and thus poor well-being, results in poor health outcomes and declining workplace retention. While studies have measured the prevalence of burnout in pharmacy faculty, a gap exists regarding workplace factors that impact faculty well-being. The purpose of this study was to assess factors influencing pharmacy faculty burnout and identify recommendations to improve faculty well-being.

METHODS

Full-time pharmacy faculty were invited to participate in this exploratory study. Focus groups were divided by faculty rank (ie, assistant, associate, full professor). A semistructured interview format was used to identify factors contributing to faculty burnout and fulfillment as well as solicit suggestions for strategies to improve well-being. Inductive coding was used to identify themes.

RESULTS

Eleven faculty participated in 4 focus groups: 6 assistant professors in 2 focus groups (n = 3 faculty/focus group), 3 associate professors in 1 focus group, and 2 full professors in 1 focus group. Common factors influencing faculty burnout included overwhelming workload, workplace inefficiencies, and unexpected factors. Factors contributing to faculty fulfillment included impact, having a passion for work, and connecting with others. Recommendations for improving well-being included school-level well-being initiatives from leadership, encouraging work-life balance, and implementing intentional well-being initiatives and resources.

CONCLUSION

Participants identified several workplace factors that contribute to burnout and faculty fulfillment. This study fills a critical gap in the literature regarding factors that influence pharmacy faculty well-being and burnout and can inform strategies for fostering faculty well-being in pharmacy education.