Developing a Wellness Curriculum Working the Wellness and

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Developing a Wellness Curriculum: Working the Wellness and Breaking the Burnout Amy L. Damore,

Developing a Wellness Curriculum: Working the Wellness and Breaking the Burnout Amy L. Damore, Psy. D. , Mac. Neal Family Medicine Residency Program The Struggle: Family medicine physicians have some of highest rates of burnout at 51% (Van Dyke and Seger, 2013). This has been associated with increased medical errors, suicidal tendencies, depression, difficulty establishing rapport & sorting through diagnostic dilemmas (Ishak et al. , 2009). Goal: To maximize support and education, strengthen core thinking & coping skills, facilitate a balanced, healthy personal & professional lifestyle, gain insight & increased self-awareness in order to instill life-long, learned wellness behaviors & attitudes amongst our residents. Objectives: To develop a structured wellness curriculum that promotes wellness and counters the components of burnout. Assumptions: A focus on wellness is better for physicians than a focus on burnout. “To fight dominant symptoms of burnout, practical mental training can increase physicians’ resiliency to their medical practice environment and develop a sense of insight. The key is to recognize that thought patterns are deeply and consciously developed, and rewiring them requires regular strength. ” (Nedrow, Steckler, and Hardman, 2013) Effects of burnout on residents demonstrates the need for a wellness curriculum that would serve as a protective & preventive component to any program. Resources: Program Director, Behavioral Health Director, & interested Faculty support Available time during didactic schedule, orientation, & general training year timeline Available time scheduled during the Behavioral Health Service (BHS), Community Medicine, & Family Medicine Service (FMS) rotations Myers-Briggs Type Indicator (MBTI) Wellness Activities: Resident & Faculty Retreats Lectures (i. e. , Reaching out to Residents, Wellbeing, Burnout) (Post-Test) Reactions to Wellness Experience: Resident Feedback Outputs: Literature review of wellness curriculums, wellness, & burnout amongst doctors A structured and integrated wellness curriculum A didactic series that includes power point presentations and activities Retreat format MBTI personality types Support groups (i. e. , Intern, processing loss) FMS wellness check-ins Small-group wellness Behavioral Science /Family System Educators Fellowship External Factor: We have a structured didactic Short Term: MBTI completion (Pre-Test) Resident Wellness Needs Questionnaire schedule in place leaving little room for additions. A recent hospital-wide transition to utilize computerized documentation, which occurred during the course of project. Outcomes: Schedule templates for FMS wellness check-ins Schedule alteration in BHS and Community Medicine rotations to include small-group wellness sessions “I feel that the experience of wellness is not necessarily at the forefront of my mind, but this is why the wellness sessions help. These activities make me think & meet our wellness needs. I was able to correlate my previous wellness sessions with prior sessions. This afforded me the opportunity to reflect on my growth. Anytime there is an opportunity in a high stress environment to reflect on wellness, it gives a moment of peace. This brevity allows for reflection. Reflection leads to perspective and feeling content. ~Mac. Neal R 2 Increased self-awareness, insight, and motivation “I felt this helped me reflect on my good qualities and realize the important of taking time for yourself and focusing on the positive. ” “Extremely thought provoking from the aspect that the members of the groups had much to offer in the form of introspection. . . I felt that I could discuss anything. ” Increased peer connectedness “The small group wellness sessions allow us to feel validated, knowing our colleagues have similar frustrations. ” “It was beneficial to hear other residents, particularly senior residents, describe their similar problems. It helps me to not feel alone while I’m struggling. ” Protective factors in place (i. e. , coping skills, support) “This made me feel like someone cared about us and our wellbeing. ” “I was able to compare my coping mechanisms to last year and make changes. ” “The extra sessions gave me the needed positive reinforcement/feedback on my current stress and coping mechanisms (positive outlook, talking with others). ” Increased focus on resident’s wellness needs “It was very beneficial to have wellness check-ins during a physically and emotionally draining month like FMS. ” “This definitely contributed to my wellness needs, especially being able to talk about stress during the most stressful time of year for residents (FMS). ” Intended Long Term: Decrease in burnout & fatigue Higher patient satisfaction Longitudinal wellbeing of family physicians