Mindfulness Matters: Examining the Impact of Mindfulness Among Junior Faculty of a Medical College in Reducing Burnout

Abstract

Background: Burnout among junior faculty in medical education is a growing concern, often driven by
high workloads and inadequate institutional support. Mindfulness-based interventions (MBIs) have shown
promise in reducing burnout across various professional settings, but limited research targets junior faculty
in academia.
Objective: This study examined the effectiveness of an 8-week mindfulness-based intervention designed
specifically for junior faculty members at a medical college in Pakistan.
Methods: A quasi-experimental, pre-post intervention design was used. Seventeen junior faculty
members of a Medical College in Pakistan completed the intervention, which consisted of six audio-guided
mindfulness exercises delivered via WhatsApp over six weeks, with two additional weeks of integration.
The Maslach Burnout Inventory (MBI) was administered before and after the intervention. Paired t-tests
and Wilcoxon Signed-Rank Tests were used to assess changes in burnout dimensions: Emotional
Exhaustion, Depersonalization, and Personal Achievement.
Results: Statistically significant improvements were observed across all three MBI dimensions. Emotional
Exhaustion decreased from a mean of 23.76 to 10.35 (p < 0.001), Depersonalization from 12.82 to 4.88 (p <
0.001), and Personal Achievement increased from 22.65 to 38.18 (p < 0.001). Burnout levels improved in
82.4% of participants, with 58.8% reporting minimal or no burnout post-intervention.
Conclusion: The findings suggest that mindfulness practices can significantly reduce burnout among junior
medical faculty. This brief, accessible, and contextually tailored intervention demonstrates strong potential
for integration into faculty development programs in academic institutions.