A Leadership Guide to Applying the Job Demands-Resources (JD-R) Theory for Faculty Engagement and Burnout Prevention in Health Professions Education: AMEE Guide No. 194

Neufeld, Adam, Orsini, Cesar and Imafuku, Rintaro (2026) A Leadership Guide to Applying the Job Demands-Resources (JD-R) Theory for Faculty Engagement and Burnout Prevention in Health Professions Education: AMEE Guide No. 194. Medical Teacher. ISSN 0142-159X (In Press)

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Abstract

This AMEE Guide positions the Job Demands–Resources (JD-R) theory as a high-yield leadership framework to protect, motivate, and retain academic faculty in health professions education. Framed around workforce stability and institutional follow-through, the Guide highlights practical methods for leaders, including deans, department chairs, and education directors, to audit workloads, reduce hindrance job demands (e.g., administrative overload, role conflict, opaque promotion criteria), and cultivate energizing job resources (e.g., protected time, recognition, psychological safety, and autonomy-supportive climates). Drawing on empirical evidence across organizational psychology and academic medicine, JD-R’s dual pathways (health impairment and motivation) provide a logic for scaling interventions, interrupting burnout ‘loss spirals,’ and initiating engagement ‘gain cycles.’ Examples emphasize at-risk faculty segments, including basic-science and sessional educators, whose chronic contract and compensation instability represent persistent hindrance demands requiring equity-centered resource design and leadership responsibility. By calibrating demands and resources iteratively, leaders can normalize faculty well-being as a measurable organizational outcome, sustain academic mission, and indirectly enhance learner engagement and educational quality.

Item Type:	Article
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User:	LivePure Connector
Date Deposited:	23 Mar 2026 10:30
Last Modified:	23 Mar 2026 10:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/102529
DOI:	10.1080/0142159X.2026.2649948

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