Courage and Mental Health: Physicians and Physicians-in-Training Sharing Their Personal Narratives

Coverdale, John; West, Colin P.; Roberts, Laura Weiss

doi:10.1097/acm.0000000000004006

Cited by 10 publications

(9 citation statements)

References 44 publications

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“…Such attitudes can be replaced with a culture of authenticity and vulnerability during the medical school and residency training process as well as deliberate approaches to reduce IP among physicians in practice. 11,32,53 Tactics to advance these aims might include COM-PASS (Colleagues Meeting to Promote and Sustain Satisfaction) groups, 54,55 storytelling events, 56,57 sharing of personal narratives, 12,[58][59][60] and small group discussions. 30,61 Senior physicians discussing challenging times in their career and sharing their "failure resume" during department meetings or other forums can also be a useful approach to illustrate to junior physicians that many of their role models have also faced challenges throughout their career.…”

Section: Resultsmentioning

confidence: 99%

Imposter Phenomenon in US Physicians Relative to the US Working Population

Shanafelt

Dyrbye

Sinsky

et al. 2022

Mayo Clinic Proceedings

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Section: Resultsmentioning

confidence: 99%

Imposter Phenomenon in US Physicians Relative to the US Working Population

Shanafelt

Dyrbye

Sinsky

et al. 2022

Mayo Clinic Proceedings

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“…One student’s disclosure of mental illness in the written exercise suggests that the course was able to foster a safe learning environment in which students could express vulnerability. Reflective writing might serve as a venue in the formal curriculum for interpersonal vulnerability and community building, particularly in group settings [ 33 ], which can promote care-seeking and support for mental illness [ 30 , 34 ]. Educators should be prepared to respond to such disclosures by students, especially when the student is still struggling with an episode of mental illness.…”

Section: Discussionmentioning

confidence: 99%

The role of arts-based curricula in professional identity formation: results of a qualitative analysis of learner’s written reflections

Aluri¹,

Ker

Marr

et al. 2022

Medical Education Online

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Background Professional identity formation is an important aspect of medical education that can be difficult to translate into formal curricula. The role of arts and humanities programs in fostering professional identity formation remains understudied. Analyzing learners’ written reflections, we explore the relationship between an arts-based course and themes of professional identity formation. Materials and methods Two cohorts of learners participated in a 5-day online course featuring visual arts-based group activities. Both cohorts responded to a prompt with written reflections at the beginning and end of the course. Using a thematic analysis method, we qualitatively analyzed one set of reflections from each cohort. Results Themes included the nature of the good life; fulfilling, purposeful work; entering the physician role; exploration of emotional experience; and personal growth. Reflections written at the end of the course engaged significantly with art – including literature, poetry, lyrics, and film. One student disclosed a mental illness in their reflection. Conclusions Our qualitative analysis of reflections written during a visual arts-based course found several themes related to professional identity formation. Such arts-based courses can also enrich learners’ reflections and provide a space for learners to be vulnerable. Practice Points (five short bullets conveying the main points) Arts-based courses can support learners’ professional identity formation Reflection themes related to professional identity formation included entering the physician role, fulfilling clinical work, and personal growth At the end of the course, learners’ reflections included significant engagement with art Reflective writing in small, arts-based learning communities can provide space for learners to be vulnerable The Role of Arts-Based Curricula in Professional Identity Formation: Results of A Qualitative Analysis of Learner’s Written Reflections

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“…These data fit with the broader literature indicating that health professionals, in general, set aside their personal physical and mental health needs. 17,28,29 The curricular implications of these findings merit ongoing investigation and discussion in the current context of medical training.…”

Section: Contributions and Sacrifices Of Medicalmentioning

confidence: 97%