The Impact of Professional Envy on Core Competencies and Institutional Efficiency Among Undergraduate Medical Faculty
Professional Envy and Medical Faculty Competencies
DOI:
https://doi.org/10.69750/dmls.02.02.0110Keywords:
Professional envy, Medical faculty, Undergraduate medical education, Academic collaboration, Job satisfaction, Faculty development, Organizational behaviorAbstract
Background: Professional envy is increasingly recognized as a significant emotional factor negatively influencing workplace dynamics, collaboration, and overall organizational performance. Within highly competitive environments such as undergraduate medical education, envy may substantially impair essential faculty competencies, hindering institutional effectiveness and educational outcomes.
Objectives:
To systematically investigate the impact of professional envy on specific faculty competencies, including teaching effectiveness, academic collaboration, motivation for professional development, mentorship, research engagement, and overall job satisfaction among undergraduate medical faculty.
Methods: A cross-sectional survey-based observational study was conducted at Rashid Latif Khan University and its affiliated colleges (Rashid Latif Medical College and Rashid Latif Khan University Medical College) in Lahore, Pakistan, from March to November 2024. A structured, validated, close-ended questionnaire assessing professional envy and its perceived impact was distributed electronically to all eligible medical faculty members. Data from 158 respondents were statistically analyzed using chi-square tests, with a significance threshold set at p<0.05.
Results: Out of 158 participants, professional envy most significantly affected academic collaboration (63.6%, p<0.0001), motivation for faculty development (60.4%, p=0.0002), and interaction with medical students (58.9%, p=0.0001). Workplace performance (57.2%, p=0.0004), overall job satisfaction (55.8%, p=0.0004), mentoring of junior faculty (54.6%, p=0.011), and research engagement (54.5%, p=0.019) were also significantly compromised. Reduction in teaching hours was the least impacted competency (23.5%, p=0.467).
Conclusion: Professional envy significantly undermines critical competencies of undergraduate medical faculty, particularly collaboration and motivation for professional growth, negatively affecting institutional productivity and educational quality. Targeted institutional policies and structured faculty development programs are urgently recommended to mitigate professional envy and promote a supportive, collaborative academic environment.
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