Effects of resident duty-hours restrictions on surgical and nonsurgical teaching faculty

Objective: To evaluate the effects of resident dutyhours restrictions on teaching faculty, patient care, and the institutional climate at a single center. Methods: An anonymous questionnaire was provided to all teaching faculty (N=606) at a single institution from March through October 2006. The questionnaire focused on perceptions of job satisfaction, workload changes, and effects on patient care and the institution. Results: Overall response rate was 41% (n=248). More than half of faculty (n=140 [56%]) feel they have less time for teaching, 33% report less time for extracurricular activities, and 42% report increased work hours. Forty-three percent of respondents (n=106) were less satisfied with their jobs after implementation of resident dutyhours restrictions, while only 2% (n=5) were more satisfied. Of the respondent faculty, surgeons were more likely than nonsurgeons to report increased work hours (54% vs 34%; P=.002), decreased time for teaching (66% vs 51%; P=.03), lower job satisfaction (55% vs 35%; P=.003), and negative effects on their personal relationships outside of work (24% vs 12%; P=.01). Although most responses suggest that the restrictions on resident duty hours have not adversely affected patient care or the institutional climate, 33% of respondents (n=82) felt that patient care was worse. Conclusions: Surgeons reported a particularly negative effect from resident duty-hours reform, especially within the areas of job satisfaction, time for teaching, and workload. Efforts to counteract these effects will be critical to maintain and recruit teaching faculty.