Faculty Wellness
Justine Herndon
Created on October 11, 2024
School Project for RMUoHP
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Transcript
Start
Faculty Wellness:Mitigating Burnout
Your Guide to Learning
Learning Objectives
Evaluation
Module 1
Module 2
Target Audience
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Module 3
References
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All educators are welcome to take this course.This course has been developed specifically for those who are in the health professions education (research shared is specific health professions), but can still have valuable information for all who would like to take this course.
Target Audience
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It might be stressful to think about burnout; however, acknowledging and finding ways to mitigate it are essential
Why discuss Faculty Burnout?
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Research reports between 20-70% of medical educators experience burnout or stress 1-3
link
Learning Objectives
These objectives are formulated using Bloom's Taxonomy - our goal is to develop more than an "understanding", but a progression towards implementation of the knowledge obtained
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- Define and discuss the different aspects of burnout that can affect health professions educators.
- Examine factors that contribute to burnout in health professions educators.
- Construct a plan to decrease burnout as a health professions educator.
Bloom's Taxonomy? Learn more here!
Learning Objective #3
Module 3
Learning Objective #2
Module 2
Learning Objective #1
Module 1
Modules
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Define and discuss the different aspects of burnout that can affect health professions educators.
01
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2
Burnout Definition4-5
01
"Psychological syndrome emerging as a prolonged response to chronic interpersonal stressors on the job"
1
Depersonalization
Emotional Exhaustion
3
Reduced Personal Accomplishment
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Three dimensions:
- Consequences of burnout are multifaceted, beyond physical symptoms experienced
- More research has been published on provider burnout
- Health professions educator burnout literature is developing to identify causes and how to improve burnout
Literature on Health Professions Faculty/Educator Burnout2-5
01
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1
2
Self-Directed Study
3
Review references provided on burnout in health professions educators
Peruse MindGarden resource regarding burnout
Take the validated5 Maslach Burnout Inventory (MBI) Self-Test
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Solution
What is Burnout?
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Answers: 1. Depersonalization 2. Emotional Exhaustion 3. Decreased Sense of Accomplishment
Self-Reflection
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Examine factors that contribute to burnout in health professions educators.
02
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Burnout Risk Factors
Workload
Control
Reward
Community
Fairness
Values
Maslach et al.5 six domains of risk factors for burnout
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Poor sense of community and mismatch of values of educators compared to administration can be mismatched.
Unmet Support Needs
Lack of mentorship and guidance in a new role can increase burnout. This can especially be true in newer faculty and those without prior education experience.
Mentorship
Having roles with patient care or research in addition to education increases burnout due to multiple, competing priorities.
Responsibilities
Women, younger individuals, and those of a racial/ethnic minority or are part of the LGBTQI+ community are more likely to experience burnout.
Sociodemographic
Additional factors specific to health professions educators leading to burnout2,3,6-8
02
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Take a moment to pause and consider which factor(s) may contribute to your burnout, if present.Write 1-3 factors on a piece of scratch paper, and keep it for the next module.
Self-Reflection
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Construct a plan to decrease burnout as a health professions educator.
03
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- There are multiple resources and research articles that can provide guidance to help reduce burnout.
- Individualization is important - burnout is not "one size fits all".
There is not one simple answer to reduce burnout.
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Building Resilience for Wellness: A Faculty Development Resource (I suggest downloading the Presentation!)11
Conceptualizing Programs to Support Faculty Well-Being (AAMC)10
Taking Action Against Clinician Burnout: A Systems Approach to Well-Being (pages 287-296)9
Here are resources you can use to review for developing your plan to reduce burnout
Self-Study
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This resource from the American College of Physicians provides multiple resources on incorporating changes at higher institutional levels to reduce burnout and improve well-being.
Practice-Level13
The CMA has provided specific resources for wellness for medical educators.
Burnout Resource to:1. Identify Signs and Symptoms of Burnout2. Provide a Needs Assessment to determine contributing factors.3. Provide practical examples on how to improve well-being
Canadian Medical Association14
UPMC12
Self-Study #2
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This activity will immerse us in an interactive activity designed to put into practice the concepts learned during the course.
Create your plan
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Area of Burnout
Write in here the specific area of burnout you want to focus on
Stakeholders
Determine the stakeholders who will be needed for this project.
Plan of Action
Describe how you plan to make change regarding burnout (include resources as applicable and barriers you may encounter.)
Timeline
Determine the timeline for implementation of your plan.
Justine Herndon, MS, PA-C
recognizing your commitment to learning and your mastery of the course content. Congratulations on this significant achievement!
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For the outstanding dedication and demonstrated achievements, we grant this certificate to
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CERTIFICATEACHIEVEMENT
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Evaluation
1/4 Relevance of Content
2/4 Course Objectives
3/4 Applicability
4/4 General Feedback
Course completed!
References Page
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+ info
- Burnout Among U.S. Medical School Faculty: Analysis in Brief. https://www.aamc.org/media/9921/download?attachment
- Akram Z, Sethi A, Khan AM, Zaidi FZ. Assessment of burnout and associated factors among medical educators. Pak J Med Sci. 2021;37(3):827-832. doi:10.12669/pjms.37.3.3078
- Stouder, April EdD, MHS, PA-C; Ayars, Candace L. PhD. Burnout, Personal, and Occupational Factors as Predictors of Physician Assistant Faculty Intent to Leave After the COVID-19 Pandemic. The Journal of Physician Assistant Education 35(3):p 228-236, September 2024. | DOI: 10.1097/JPA.0000000000000579
- Maslach C, Schaufeli WB, Leiter MP. Job burnout. Annu Rev Psychol. 2001;52:397-422. doi:10.1146/annurev.psych.52.1.397
- Maslach C, Leiter MP. Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry. 2016;15(2):103-111. doi:10.1002/wps.20311
- Koster M, McHenry K. Areas of work-life that contribute to burnout among higher education health science faculty and perception of institutional support. Int J Qual Stud Health Well-being. 2023;18(1):2235129. doi:10.1080/17482631.2023.2235129
- Paradis KC, Kerr EA, Griffith KA, et al. Burnout Among Mid-Career Academic Medical Faculty. JAMA Netw Open. 2024;7(6):e2415593. doi:10.1001/jamanetworkopen.2024.15593
- Wisniewska I, Richard Holt G. Burnout in Academic Medicine: A Peripandemic Assessment. Perm J. 2023;27(2):150-159. doi:10.7812/TPP/23.042
- National Academies of Sciences, Engineering, and Medicine; National Academy of Medicine; Committee on Systems Approaches to Improve Patient Care by Supporting Clinician Well-Being. Taking Action Against Clinician Burnout: A Systems Approach to Professional Well-Being. Washington (DC): National Academies Press (US); October 23, 2019.
- Conceptualizing Programgs to Support Faculty Well-Being. https://www.aamc.org/professional-development/affinity-groups/gfa/conceptualizing-programs-support-faculty-well-being
- Saeed S, Quock R, Lott J, Kashani N, Woodall W. Building Resilience for Wellness: A Faculty Development Resource. MedEdPORTAL. 2017;13:10629. https://doi.org/10.15766/mep_2374-8265.10629
- https://gmewellness.upmc.com/Resources/Index?topicID=1
- https://www.acponline.org/practice-resources/physician-well-being-and-professional-fulfillment/resources-for-institutional-strategies-to-promote-resilience-and-reduce-burnout
- https://www.cma.ca/physician-wellness-hub/medical-educators
References
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Weaknesses
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Strengths
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