To Worry or to Believe.

In this narrative medicine essay, a current associate program director who entered medicine-pediatrics residency the year work-hours were capped and heard worried remarks about the quality of training residents would receive now hears the same worries expressed after residents voted to unionize at her hospital.

An Interprofessional Group Intervention to Promote Faculty Well-Being: A Randomized Clinical Trial.

INTRODUCTION: To evaluate the effect on engagement, relational connection, and burnout of an intervention involving clinical faculty meeting in interprofessional self-facilitated groups and to determine whether a written discussion guide is necessary to achieve benefit. METHODS: This is a randomized controlled trial, conducted at a large US academic medical center from May to August 2018. Subjects included 25 clinical physicians, nurse practitioners, and certified nurse midwives. The intervention involved three monthly self-facilitated groups for faculty. Groups were randomized to have no discussion guide, or to receive a one-page guide. Outcomes of burnout, engagement, and empowerment in work, and stress from uncertainty were assessed using validated metrics. RESULTS: Rates of emotional exhaustion and depersonalization decreased significantly over the course of the 3-month study (56%-36%; P < .001; and 20%-15%; P = .006) and overall burnout decreased from 56% to 41% of faculty (P = .002). The percentage of faculty who felt engaged in their work increased from 80% to 96% (P = .03). No statistically significant differences in empowerment at work or in reaction to uncertainty were seen. The groups without a discussion guide had equivalent outcomes and benefits. Cost per participant was under $100. DISCUSSION: A three-month, low-cost, self-facilitated series of dinner meetings for interprofessional clinical faculty decreased burnout and improved engagement, sense of connection to colleagues, and sense of departmental commitment to well-being. Structured discussion guides were not necessary to achieve benefit. This study broadens the possibilities for cost-effective opportunities to transform institutional culture and effectively enhance faculty well-being.

Promoting Emotional Well-Being Through an Innovative Personal and Professional Development Curriculum for Pediatric Residents.

Burnout and attenuation of empathy during training are significant problems facing pediatric residency programs. To proactively address these issues, a curriculum of Personal and Professional Development was created to build skills of reflection and exploring emotions. Data on 3 years of this program suggests that it prevents erosion of empathy.