How can educators support general practice (GP) trainees to develop resilience to prevent burnout?

Sales, Bryony; Macdonald, Alexandra; Scallan, Samantha; Crane, Sue

doi:10.1080/14739879.2016.1217170

Cited by 17 publications

(8 citation statements)

References 4 publications

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“…There are increasing evidences supporting the significant function of turnover intention on nurse burnout (Havaei et al., ; Sales, Macdonald, Scallan, & Crane, ). Our study provides additional evidence.…”

Section: Discussionmentioning

confidence: 99%

The effects of resilience and turnover intention on nurses’ burnout: Findings from a comparative cross‐sectional study

Guo

Plummer

Lam

et al. 2018

Journal of Clinical Nursing

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Section: Discussionmentioning

confidence: 99%

The effects of resilience and turnover intention on nurses’ burnout: Findings from a comparative cross‐sectional study

Guo

Plummer

Lam

et al. 2018

Journal of Clinical Nursing

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“…For example, burnout may be accelerated in clinics that have too few GP resources available to serve the patient base (An et al, 2009;Chen et al, 2013;Oskrochi et al, 2016;Nanda et al, 2017;Picquendar et al, 2018). A previous Danish study among 216 GPs found the seven-year incidence of burnout was 13% and, among 48 GP trainees in the UK, Sales et al demonstrated that signs of burnout develop from the beginning of a GP's career (Pedersen et al, 2013;Sales et al, 2016). While patients may prefer the service, accessibility, and facilities of single-handed practices, GPs in single-handed practices may experience higher levels of job stress (McKinnon et al, 1999;McDonald et al, 2009;van den Hombergh et al, 2009).…”

Section: Discussion Of Study Findingsmentioning

confidence: 99%

Malpractice litigation, workload, and general practitioner retirement

Birkeland

Bogh

2019

Prim Health Care Res Dev

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We investigated the association between general practitioner (GP) stress factors, including involvement in malpractice litigation or high workload levels during 2007 and ensuing retirement in a sample of Danish GPs. The case file and register information of 739 GPs were examined. Hazard ratios (HRs) were estimated for all causes of retirement from 2007 to 2016. During the study period, 34% of GPs had ceased to practice (n= 260). The HR for retirement was higher with increasing age (HR = 1.19 per year) and lower if practicing in a clinic with a greater number of GPs (HR = 0.47) but no statistically significant association was found between retirement and litigation or higher workload. Knowledge on factors influencing GPs’ decision on whether to continue working is important to ensure sustainable primary care provision.

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“…Personal resilience can be defined as an ‘emotional competence’ which involves the cognitive processes of self-efficacy, planning, self-control, commitment, and perseverance [ 10 – 12 ]. It has been discussed as an essential skill for doctors which can help mitigate against burnout [ 10 , 13 , 14 ] and empathic erosion [ 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Can stoic training develop medical student empathy and resilience? A mixed-methods study

et al. 2022

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Background Empathic erosion and burnout represent crises within medicine. Psychological training has been used to promote empathy and personal resilience, yet some training useful within adjacent fields remain unexplored, e.g., Stoic training. Given recent research within psychology suggesting that Stoic training increases emotional wellbeing, exploring this type of training within health professions education is important. We therefore asked: What impact would a Stoicism informed online training package have on third year medical students’ resilience and empathy? Methods 24 third year medical students took part in 12 days of online training (SeRenE), based on Stoic philosophy, and co-developed with psychotherapists. A mixed-methods study was conducted to evaluate impact. Pre- and post-SeRenE students completed the Stoic Attitudes and Behaviours Scale (SABS), Brief Resilience Scale (BRS) and Jefferson Scale of Empathy (JSE). All students completed semi-structured interviews following training and 2 months post-SeRenE. Thematic analysis was employed to analyse qualitative data, whilst within subjects t-tests and correlational analyses were conducted on quantitative data. Results Quantitatively, stoic ideation, resilience and empathy increased post-training, with correlational analyses suggesting resilience and empathy increase in tandem. Qualitatively, four themes were identified: 1. Negative visualisation aids emotional and practical preparedness; 2. Stoic mindfulness encourages students to think about how they think and feel; 3. Stoic reflection develops the empathic imagination; and 4. Evaluating the accessibility of SeRenE. Conclusions Our data lend support to the ability of Stoic-based psychological training to positively influence resilience and empathy. Although, quantitatively, results were mixed, qualitative data offers rich insight. The practice of negative visualisation, promoted by SeRenE, encourages student self-efficacy and planning, domains of resilience associated with academic success. Further, this study demonstrates a connection between Stoic practice and empathy, which manifests through development of the empathic imagination and a sense of empathic bravery.

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How can educators support general practice (GP) trainees to develop resilience to prevent burnout?

Abstract: This research demonstrates that high levels of burnout are experienced in GP trainees as early as the first year of training. Early identification of burnout amongst trainees is essential by GP educators to help protect the future GP workforce.

Cited by 17 publications

References 4 publications

The effects of resilience and turnover intention on nurses’ burnout: Findings from a comparative cross‐sectional study

The effects of resilience and turnover intention on nurses’ burnout: Findings from a comparative cross‐sectional study

Malpractice litigation, workload, and general practitioner retirement

Can stoic training develop medical student empathy and resilience? A mixed-methods study

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