Katherine T Fortenberry1, Sonja Van Hala1, Caren J Frost2. 1. Division of Family Medicine, Department of Family and Preventive Medicine, University of Utah. 2. College of Social Work, University of Utah.
Abstract
INTRODUCTION: Residency training is a peak time of physician distress, but also a venue in which residents can learn skills to thrive in a high-risk career. The goal of this study was to examine residents' perceptions of the value of teaching wellness as an integrated component of a residency program. METHODS: Researchers at the University of Utah Family Medicine Residency Program conducted a focus group with graduating family medicine residents regarding their perception of wellness and wellness skills, after having completed an intentional wellness curriculum integrated through their 3 years of residency. We used open coding to identify themes of the residents' perceptions of the wellness curriculum. RESULTS: Four interconnected themes emerged: (1) describing the relevance of wellness to a medical career; (2) the wellness curriculum as prioritized and intentional; 3) The value of wellness skills learned through the curriculum; and (3) the role of community ethos in maintaining wellness. CONCLUSIONS: Residents consider wellness to be a critical facet of being an effective physician. Our results suggest that a culture of wellness can be created through deliberate and transparent curricular design, helping residents to view wellness as a priority.
INTRODUCTION: Residency training is a peak time of physician distress, but also a venue in which residents can learn skills to thrive in a high-risk career. The goal of this study was to examine residents' perceptions of the value of teaching wellness as an integrated component of a residency program. METHODS: Researchers at the University of Utah Family Medicine Residency Program conducted a focus group with graduating family medicine residents regarding their perception of wellness and wellness skills, after having completed an intentional wellness curriculum integrated through their 3 years of residency. We used open coding to identify themes of the residents' perceptions of the wellness curriculum. RESULTS: Four interconnected themes emerged: (1) describing the relevance of wellness to a medical career; (2) the wellness curriculum as prioritized and intentional; 3) The value of wellness skills learned through the curriculum; and (3) the role of community ethos in maintaining wellness. CONCLUSIONS: Residents consider wellness to be a critical facet of being an effective physician. Our results suggest that a culture of wellness can be created through deliberate and transparent curricular design, helping residents to view wellness as a priority.
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