Anesthesiology Resident Wellness Program at the University of Saskatchewan: concept and development

Chakravarti, Anita; Raazi, Mateen; O’Brien, Jennifer; Balaton, Breanna

doi:10.1007/s12630-016-0772-1

Cited by 16 publications

(19 citation statements)

References 7 publications

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“…We propose the adoption of a curriculum that mirrors the topics we presented above. Particularly, we recommend covering general subject areas including stress management, sleep hygiene, nutrition and fitness, financial wellness, mindfulness, and coping with difficult outcomes or interactions [15][16][17][18][19][20][21][22]30].…”

Section: Discussionmentioning

confidence: 99%

“…Many prior curricula have included sessions on developing self-awareness, setting life goals, positive psychology, mindfulness, time management, and balancing personal and professional life [15][16][17]. Other topics in prior curricula include: identifying stressful clinical scenarios, self-reflection, finding gratitude, enhancing personal resilience, professionalism, financial management and wellness, emotional wellness, team building, and physical wellness [18,19]. Others have proposed an exercise and dietary improvement program and a financial management curriculum for surgical residents [20,21].…”

Section: Introductionmentioning

confidence: 99%

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A Comprehensive Residency Wellness Curriculum

Zdradzinski¹

2020

JWellness

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Background: Resident physician burnout is an epidemic in medical education. There are several wellness curricula published, but few describe a comprehensive program to address wellness. Our objectives were to develop and pilot a longitudinal resident wellness curriculum and assess for feasibility and sustainability. Methods: We surveyed emergency medicine (EM) residents from two residency programs in the United States to assess a baseline level of burnout using the Maslach Burnout Inventory. We developed a comprehensive and longitudinal wellness curriculum for EM residents that incorporated all domains identified by the American College of Emergency Physicians Wellness Wheel. Mindfulness practice was incorporated throughout the curriculum. Results: A convenience sample of 106 EM residents were sent the baseline survey. A response rate of 69% was achieved, the median age of the respondents was 29 years, and 44.5% were female. Overall, 67.5% (95% CI: 50.5; 80.8%) reported burnout in at least one of the three domains of the Maslach Burnout inventory. 34.8% reported burnout in the personal accomplishment domain, 40.8% reported depersonalization, and 44.3% reported emotional exhaustion. The wellness curriculum was successfully implemented at the Georgia-based residency program. The curriculum has proven to be sustainable since it began in 2016. Quantitative statistical testing for the post-intervention survey was not possible due to a low response rate. However, subjective receivability was high, with participants describing these sessions as high-yield, informative and practical. Conclusions: Burnout is highly prevalent among EM residents. We provide a curriculum developed for an EM residency program that is multifaceted and comprehensive, including basic wellness topics, mindfulness, financial and medicolegal issues, as well as topics that address the stresses specific to clinical emergency medicine. The curriculum has been in place in its current form since 2016 and has proven to be sustainable.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Comprehensive Residency Wellness Curriculum

Zdradzinski¹

2020

JWellness

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“…[32][33][34][35][36][37][38][39] The mentoring program models that were implemented in these studies included one-on-one mentoring, [32][33][34] group-facilitated mentoring 36 and interventions that included both approaches to peer mentorship. 35,[37][38][39] The objectives of these programs were to provide residents with opportunities to experience peer mentoring, [32][33][34] or achieve specific goals including improving wellness, 37,38 increasing scholarly activity, 35 enhancing peer-teaching competencies, 39 and improving problem solving skills. 36 While peer mentors and mentees in one-on-one programs determined when and how often they would meet, those in group-facilitated programs usually met monthly with faculty facilitators (Table 1).…”

Section: Program Implementationsmentioning

confidence: 99%

Peer mentoring in medical residency education: A systematic review

et al. 2020

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Background: Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. Methods: We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. Results: We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. Conclusions: Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.

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“…7 Dr. Chakravarti et al from the University of Saskatchewan bring us another hopeful message. 8,9 They outline programmatic changes that can be made very early in the training of anesthesiologists. Their approaches represent specific preventative strategies that, if instituted early in the anesthesia training process, could provide anesthesia departments with the tools to prevent and treat the overly stressed and ''at risk'' anesthesiologist.…”

mentioning

confidence: 99%

“…7 Un autre message d'espoir nous parvient du Dr Chakravarti et de ses collègues de l'Université de la Saskatchewan. 8,9 Ces chercheurs décrivent des changements programmatiques qui peuvent être mis en oeuvre dès le début de la formation des anesthésiologistes. Leurs approches constituent des stratégies préventives spécifiques qui, si elles sont mises en place au début du processus de formation en anesthésie, pourraient procurer aux départements d'anesthésie les outils pour prévenir et traiter l'anesthésiologiste trop stressé et « à risque ».…”

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