Mistreatment Among Pediatric Faculty in the United States and Association With Organizational Culture

OBJECTIVE We aimed to examine self-reported rates of workplace mistreatment among pediatric faculty from a national academic organization and explore the association between organizational culture and faculty mistreatment. DESIGN/METHODS This cross-sectional analysis used data from the Academic Pediatric Association Well-Being Survey administered in November 2019. Faculty reported mistreatment experiences and sources in the prior 12 months, categorized into bullying, discrimination, sexual harassment, other harassment, and violence. Sources included supervisors, colleagues, trainees, patients, and others. Organizational culture was assessed through 7 adapted items: perceived appreciation, value alignment, support from colleagues and leadership, schedule control, and chaotic environment. Responses were recorded on a 4-point Likert scale. Overall organizational culture score was calculated, and correlation analysis was performed to assess the relationship with mistreatment rates. RESULTS Of 349 survey respondents (a 19% response rate), the study population included 320 faculty (77% women, 77% non-Hispanic white), with 43% at Instructor/Assistant Professor rank. Twenty-three percent experienced at least 1 type of mistreatment, and 14% experienced 2 or more types. The most common was bullying (23%), followed by discrimination (17%). Despite 61% reporting a chaotic work environment, most faculty perceived their environment as collaborative (92%), felt appreciated (79%), and supported by peers (94%) and leadership (80%). A negative correlation was found between organizational culture quality and mistreatment frequency (Pearson correlation = −0.43, P < .001). CONCLUSIONS More than one-third of pediatric faculty reported mistreatment, an unacceptably high rate. Although organizational culture was generally positive, a chaotic environment was common. Better organizational culture was associated with lower mistreatment rates, suggesting that improving culture may help reduce mistreatment and enhance faculty well-being.