Hedy S Wald1, Aviad Haramati2, Yaacov G Bachner3, Jacob Urkin4. 1. a Warren Alpert Medical School of Brown University , Providence , RI , USA ; 2. b Georgetown University Medical Center , Washington , DC , USA ; 3. c Department of Public Health , Ben-Gurion University ; Beer-Sheva , Israel ; 4. d Moshe Prywes Center for Medical Education, Ben-Gurion University , Beer-Sheva , Israel.
Abstract
BACKGROUND: Health care professions faculty/practitioners/students are at risk for stress and burnout, impacting well-being, and optimal patient care. AIMS: We conducted a unique intervention: an interprofessional, experiential, skills-based workshop (IESW) combining two approaches: mind-body medicine skills and interactive reflective writing (RW) fostering self-awareness, self-discovery, reflection, and meaning-making, potentially preventing/attenuating burnout and promoting resiliency. METHODS: Medical and nursing faculty and senior medical students (N = 16) participated in a 2-hour workshop and completed (1) Professional Quality of Life measure (ProQOL) and (2) a questionnaire evaluating understanding of professional burnout and resiliency and perceived being prepared to apply workshop techniques. Thematic analyses of anonymized RWs exploring meaningful clinical or teaching experiences were conducted. RESULTS: Participants reported better understanding of professional burnout/resiliency and felt better prepared to use meditation and RW as coping tools. RW themes identified experiencing/grappling with a spectrum of emotions (positive and negative) as well as challenge and triumph within clinical and teaching experiences as professionally meaningful. CONCLUSIONS: Positive outcomes were obtained within a synergistic resiliency skills building exercise. Successful implementation of this IESW provides good rationale for studying impact of this intervention over a longer period of time, especially in populations with high rates of stress and burnout.
BACKGROUND: Health care professions faculty/practitioners/students are at risk for stress and burnout, impacting well-being, and optimal patient care. AIMS: We conducted a unique intervention: an interprofessional, experiential, skills-based workshop (IESW) combining two approaches: mind-body medicine skills and interactive reflective writing (RW) fostering self-awareness, self-discovery, reflection, and meaning-making, potentially preventing/attenuating burnout and promoting resiliency. METHODS: Medical and nursing faculty and senior medical students (N = 16) participated in a 2-hour workshop and completed (1) Professional Quality of Life measure (ProQOL) and (2) a questionnaire evaluating understanding of professional burnout and resiliency and perceived being prepared to apply workshop techniques. Thematic analyses of anonymized RWs exploring meaningful clinical or teaching experiences were conducted. RESULTS:Participants reported better understanding of professional burnout/resiliency and felt better prepared to use meditation and RW as coping tools. RW themes identified experiencing/grappling with a spectrum of emotions (positive and negative) as well as challenge and triumph within clinical and teaching experiences as professionally meaningful. CONCLUSIONS: Positive outcomes were obtained within a synergistic resiliency skills building exercise. Successful implementation of this IESW provides good rationale for studying impact of this intervention over a longer period of time, especially in populations with high rates of stress and burnout.
Authors: David G Thoele; Cemile Gunalp; Danielle Baran; Jamie Harris; Douglas Moss; Ramona Donovan; Yi Li; Marjorie A Getz Journal: Perm J Date: 2019-11-22
Authors: Christy DiFrances Remein; Ellen Childs; John Carlo Pasco; Ludovic Trinquart; David B Flynn; Sarah L Wingerter; Robina M Bhasin; Lindsay B Demers; Emelia J Benjamin Journal: BMJ Open Date: 2020-01-26 Impact factor: 2.692
Authors: Christy D Remein; Ellen Childs; Jennifer Beard; Lindsay B Demers; Emelia J Benjamin; Sarah L Wingerter Journal: Adv Med Educ Pract Date: 2022-03-15