The Impact of Professional Envy on Core Competencies and Institutional Efficiency Among Undergraduate Medical Faculty
Impact of Faculty Envy on Core Competencies and Institutional Efficiency
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: The role of professional envy as a primary emotional distress that increases year after year and negatively affects workplace dynamics, collaboration, and overall organizational performance is increasingly recognized. In environments as competitive as undergraduate medical education, envy may substantially degrade critical faculty competencies that prevent institutional effectiveness and educational outcomes.
Objectives: In order to systematically address the relationship professional envy has with undergraduate medical faculty competency, specifically, teaching effectiveness, academic collaboration, motivation for professional development, mentorship, research engagement, and job satisfaction.
Methods: A cross-sectional survey-based observational study was done between 2023 to March 2024 at Rashid Latif Khan University and its affiliated colleges (Rashid Latif Medical College and Rashid Latif Khan University Medical College), Lahore, Pakistan. An electronic questionnaire surveying all eligible medical faculty members was distributed a structured, validated, closed-ended questionnaire concerning professional envy, and its perceived impact. Statistically, chi-square tests were done using data from 158 respondents with a p < 0.05 significance threshold.
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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