Objective: Existing measures of stress either focus on burnout or frustration and fatigue factors, often referred to as job strain. The objectives of this study were to: establish a reliable measure of distress that is sensitive enough to identify job strain at lower levels of distress and risk of burnout at higher levels of distress; and document levels of distress among the major medical specialties and across varying patterns of clinical practice. Methods:A stratified cross-sectional survey of physicians in Canada was conducted in 2004. Among the eligible population, 2810 physicians (56.7%) responded. Response bias was negligible. Responding physicians completed a 13-item measure of distress. Confirmatory factor analysis was used to establish the measure. Scheffe tests were used to document differences in the levels of distress among specializations and by clinical practice profile.Results: Factor analysis revealed reliable dimensions of: fatigue (á = 0.75) and reaction (á = 0.73). The distress measure was reliable (á = 0.82). Emergency physicians (n = 4.51), surgeons (n = 4.35), and general practitioners (n = 4.33) reported the highest levels of distress, while administrative physicians (n = 3.30), community health (n = 3.35), and clinical specialists (n = 3.46) reported the lowest levels of distress. Physicians with clinical and administrative responsibilities reported the highest levels of distress (n = 4.40), compared with purely clinical physicians (n = 3.94) and clinician-academics (n = 3.98). Conclusions:Some specializations are associated with more distress than others. Administrative duties appear to add to distress for all physicians. Counterintuitively, adding academic as well as administrative responsibilities appears to add less distress than adding administrative duties alone. Academic duties are viewed as advancing medicine. Can J Psychiatry. 2009;54(3):170-180. Clinical Implications· Mentorship by senior colleagues may prevent physicians from becoming too absorbed in career responsibilities. · Community support is important to patients and physicians to ensure proper follow-up care. · Effective organization of clinical work and recognition of accomplishments by colleagues and administrators may provide psychological protection against excessive stress. Limitations· The study was cross-sectional. · The data were self-reported. · The number of specific specialists within each practice pattern was small.

This study examines issues around health care management competencies, as perceived by senior managers. A combination of questionnaire survey, focus group and in-depth interview methods was used to ascertain views on the importance of various competencies, current competency levels and thus the deficiencies or "GAPs." GAPs are greatest at the frontlines, where managers are generally appointed from clinical roles. However, there are significant GAPs at all levels of management.

This paper illustrates the chronology of a research project which began in 2010 and continues today.  The research has evolved over time from a focus on the phenomenon (developing an understanding of student diversity and its impacts on student success), to experimental research (to learn the impact or benefits derived from the introduction of high impact practices), to a more complex understanding of the foundations for student success.  The fourth stage of the research, which is just underway, divides our efforts into two distinct directions.  The first is quantitative research utilizing institutional and learning management system data which was previously untracked and untapped.  The second is a shift to employing more qualitative research tools aimed at advocacy and institutional change.  Through each phase of the research the paper presents two distinct perspectives: First is the perspective of instructors-turned-SoTL-researchers as we muddle our way through understanding our challenges and learning how to use SoTL research methods to help guide the way.  The second perspective is that of an established SoTL researcher, who provides commentary and guidance to our journey.  Our hope is that the reader finds these two perspectives of a research journey both informative and valuable in providing insights into how a long-term research project might unfold.

This article describes a collaborative research project by the institutional research group and a team of faculty members at a Canadian university. In response to an increasingly diverse mix of students, the researchers set out to develop an understanding of relationships between student characteristics, categorized as demographic differences, personal attributes and academic preparedness, and student outcomes measured by both grades and student perceptions. Significant differences were found in grades outcomes based on characteristics such as international status, secondary school grades, study habits and writing skills. However, these differences were not evident in student perceptions of course value or learning achievement. This study has important implications for university administrators (recruiting, intake assessment and student support), instructors (understanding of diversity characteristics and how students perceive learning experience) and for students, who can be given an opportunity to better understand how their own personal characteristics might affect their learning experiences and outcomes.