Date of Conferral
2022
Degree
Ph.D.
School
Health Services
Advisor
Donna Clews
Abstract
AbstractWhile physician engagement has previously been shown to be related to both turnover and burnout, there are no studies that focus primarily on the relationship between the physician and team. The purpose of this quantitative study was to examine the relationship between team engagement and physician engagement. The theoretical framework used to guide this research study is the neoclassical organizational theory. The secondary data source was from an engagement survey taken by employed team members and physicians. The independent variable is team engagement. The dependent variable is physician engagement. The instrument for the study is valid and reliable and was developed by The Advisory Board, a consulting firm focused on health care organizations and educational institutions. The predictor variables were the four components of the team engagement, determining which one has the most weight on the overall composite score of physician engagement. The results of the binomial logistic regression analysis indicated there was no statistically significant difference between my organization inspires me to perform my best (p = .436), would recommend the organization as a great place to work (p = .094), and likely to be working for this organization 3 years from now (p = .872). However, the independent predictor variable: the team member’s willingness to put in a great deal of effort in order to help the organization to succeed, was found to be significant (p = .013). Quality of care, patient experience, and health system performance can all be improved with increased physician engagement, creating a positive social change within our healthcare systems.
Recommended Citation
Miles, Lynne, "The Relationship Between Team Engagement And Physician Engagement" (2022). Walden Dissertations and Doctoral Studies. 13589.
https://scholarworks.waldenu.edu/dissertations/13589
Included in
Health and Medical Administration Commons, Public Health Education and Promotion Commons