William T Branch1, Amy B Weil2, MaryAnn C Gilligan3, Debra K Litzelman4, Janet P Hafler5, Margaret Plews-Ogan6, Elizabeth A Rider7, Lars G Osterberg8, Dana Dunne5, Arthur R Derse9, J Richard Pittman10, Richard M Frankel11. 1. Emory University School of Medicine, Atlanta, GA, USA. Electronic address: Wbranch@emory.edu. 2. University of North Carolina School of Medicine, Chapel Hill, NC, USA. 3. Medical College of Wisconsin, Milwaukee, WI, USA. 4. Indiana University School of Medicine, Indianapolis, IN, USA. 5. Yale University School of Medicine, New Haven, CT, USA. 6. University of Virginia School of Medicine, Charlottesville, VA, USA. 7. Institute for Professionalism & Ethical Practice, Boston Children's Hospital, Harvard Medical School, Boston, MA, USA. 8. Stanford University School of Medicine, Palo Alto, CA, USA. 9. Institute for Health and Society, Medical College of Wisconsin, Milwaukee, WI, USA. 10. Emory University School of Medicine, Atlanta, GA, USA. 11. Education Institute, Cleveland Clinic, Cleveland, OH, USA; Indiana University School of Medicine, Indianapolis, IN, USA.
Abstract
OBJECTIVE: Major reorganizations of medical practice today challenge physicians' ability to deliver compassionate care. We sought to understand how physicians who completed an intensive faculty development program in medical humanism sustain their humanistic practices. METHODS: Program completers from 8 U.S. medical schools wrote reflections in answer to two open-ended questions addressing their personal motivations and the barriers that impeded their humanistic practice and teaching. Reflections were qualitatively analyzed using the constant comparative method. RESULTS: Sixty-eight physicians (74% response rate) submitted reflections. Motivating factors included: 1) identification with humanistic values; 2) providing care that they or their family would want; 3) connecting to patients; 4) passing on values through role modelling; 5) being in the moment. Inhibiting factors included: 1) time, 2) stress, 3) culture, and 4) episodic burnout. CONCLUSIONS: Determination to live by one's values, embedded within a strong professional identity, allowed study participants to alleviate, but not resolve, the barriers. Collaborative action to address organizational impediments was endorsed but found to be lacking. PRACTICE IMPLICATIONS: Fostering fully mature professional development among physicians will require new skills and opportunities that reinforce time-honored values while simultaneously partnering with others to nurture, sustain and improve patient care by addressing system issues.
OBJECTIVE: Major reorganizations of medical practice today challenge physicians' ability to deliver compassionate care. We sought to understand how physicians who completed an intensive faculty development program in medical humanism sustain their humanistic practices. METHODS: Program completers from 8 U.S. medical schools wrote reflections in answer to two open-ended questions addressing their personal motivations and the barriers that impeded their humanistic practice and teaching. Reflections were qualitatively analyzed using the constant comparative method. RESULTS: Sixty-eight physicians (74% response rate) submitted reflections. Motivating factors included: 1) identification with humanistic values; 2) providing care that they or their family would want; 3) connecting to patients; 4) passing on values through role modelling; 5) being in the moment. Inhibiting factors included: 1) time, 2) stress, 3) culture, and 4) episodic burnout. CONCLUSIONS: Determination to live by one's values, embedded within a strong professional identity, allowed study participants to alleviate, but not resolve, the barriers. Collaborative action to address organizational impediments was endorsed but found to be lacking. PRACTICE IMPLICATIONS: Fostering fully mature professional development among physicians will require new skills and opportunities that reinforce time-honored values while simultaneously partnering with others to nurture, sustain and improve patient care by addressing system issues.
Keywords:
Faculty development; Medical education; Medical humanism; Mindfulness; Physician burnout; Physician satisfaction; Professional identity formation
Authors: Alina Pavlova; Clair X Y Wang; Anna L Boggiss; Anne O'Callaghan; Nathan S Consedine Journal: J Gen Intern Med Date: 2021-09-20 Impact factor: 5.128
Authors: Elizabeth A Rider; MaryAnn C Gilligan; Lars G Osterberg; Debra K Litzelman; Margaret Plews-Ogan; Amy B Weil; Dana W Dunne; Janet P Hafler; Natalie B May; Arthur R Derse; Richard M Frankel; William T Branch Journal: J Gen Intern Med Date: 2018-05-08 Impact factor: 5.128