Reflection rounds to facilitate resilience in hematology/medical oncology fellows.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11019-11019
Author(s):  
Erica C. Nakajima ◽  
Joseph Christopher Murray ◽  
Jacquelyn W. Zimmerman ◽  
Marcus Messmer ◽  
Najeff Waseem ◽  
...  
Keyword(s):  
Medical Oncology ◽  
Well Being ◽  
Fellowship Training ◽  
Care Patient ◽  
First Year ◽  
Self Reflection ◽  
Futile Care ◽  
Professional Fulfillment ◽  
Repeat Assessment ◽  
Academic Year

11019 Background: Given the prevalence of burnout among medical oncologists (40-60% in the literature), education on burnout risk factors, recovery, and prevention are needed urgently in training curricula for medical oncology fellows. Care of patients with cancer is increasingly complex, and often can seem overwhelming to new trainees. Debriefing as a resiliency skill to develop self-reflection and identify coping strategies may provide a durable way to navigate these complexities. Optimization of fellowship Reflection Rounds (RR) was selected as a fellow-led quality improvement (QI) project for the current academic year. Methods: A QI team including the APD and representatives from all levels of fellowship training was assembled. Feedback regarding previously unstructured, monthly, hour long faculty-facilitated RR for first year fellows was reviewed. Topics with associated readings were selected and paired with fellow-nominated faculty based on the most common recurring themes. The QI team administered the Stanford Professional Fulfillment Index (PFI) to all fellows at the midway point of the academic year. RR were re-structured to include a chaplain with trainee communication expertise and a chief fellow to participate the sessions to assess changes in trainee engagement. Repeat assessment of the Stanford PFI is planned for the end of the academic year. Results: Topics identified for discussion included handling bias, futile care, patient communication, end of life care, and work-life balance. 26 fellows completed the Stanford PFI including nine 1st year fellows, 13 2nd year fellows, and 6 3rd year fellows. Survey results revealed emotional and/or physical fatigue as areas of greatest need for improvement in fellow well-being with 27% of fellows reporting “moderate” emotional or physical exhaustion. Conclusions: RR provides a safe and effective forum to develop peer debriefing and self-refection as resiliency skills within hematology/medical oncology fellowship training. Optimization of RR will continue as fellows become more involved in planning and implementation of curricular improvements to promote resiliency and enhance wellness.

scholarly journals 2534. Development of an Infectious Diseases Fellowship Well-Being Program

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S881-S881
Author(s):  
Jehan Budak ◽  
Cristina Brickman ◽  
Emily Abdoler ◽  
Erika Wallender ◽  
Jennifer S Mulliken ◽  
...  
Keyword(s):  
Infectious Diseases ◽  
Well Being ◽  
Fellowship Training ◽  
Teaching Hospitals ◽  
First Year ◽  
Fellowship Program ◽  
Protected Time ◽  
Faculty Committee ◽  
External Program ◽  
The Impact

Abstract Background Burnout in graduate medical education is common and reported in ~70% of Internal Medicine (IM) residents. Most studies have described interventions focused on residency training, but fellowship training suffers from similar challenges and likely similar levels of burnout. After conducting a needs assessment amongst fellows within our Infectious Diseases (ID) fellowship program, we developed a wellness program to address these issues. Methods In Spring 2018, we reviewed the existing literature and consulted with local experts on trainee well-being. Based on our findings, we designed a multi-tiered approach to enhance wellness amongst fellows. An ID Fellowship Well-Being Committee (WBC) was created in September 2018 to lead the intervention. The WBC includes an even mix of fellows and faculty at multiple levels at all three main teaching hospitals associated with the program. Meetings occur every other month, and co-chairs (one faculty and one fellow) report back to the program director quarterly. Topic areas and interventions are described in Table 1. Fellows were sent a qualitative survey to evaluate the impact of the well-being interventions to date. Results Four of 5 first year fellows responded to the survey, and all felt the retreat should be repeated yearly. Themes identified from the survey included benefits of having protected time together, convening in a low pressure and informal setting to provide feedback, and spending quality time in a non-clinical setting with co-fellows. Fellows cited the wellness retreat as a strength at our annual fellowship external program review. Conclusion Burnout is likely high among IM sub-specialty fellows, and interventions are needed to support the well-being of those trainees. We describe a roadmap for the development of a well-being program at a relatively large, academic ID fellowship program led by a mixed fellow and faculty committee. We will continue to monitor data on fellow burnout and make programmatic changes based on feedback. We are hopeful that our work will empower other programs to engage in developing their own well-being programs. Disclosures All authors: No reported disclosures.

scholarly journals Mental health trajectories in undergraduate students over the first year of university: a longitudinal cohort study

BMJ Open ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. e047393
Author(s):  
Kiera Louise Adams ◽  
Kate E Saunders ◽  
Charles Donald George Keown-Stoneman ◽  
Anne C Duffy
Keyword(s):  
Cohort Study ◽  
Depressive Symptoms ◽  
Drug Use ◽  
Undergraduate Students ◽  
Well Being ◽  
Longitudinal Cohort Study ◽  
First Year ◽  
Longitudinal Cohort ◽  
First Year University ◽  
Academic Year

ObjectiveThis study examined the association between candidate psychosocial and lifestyle variables and the trajectories of clinically significant anxiety and depressive symptoms from entry to completion of first-year university.DesignA longitudinal cohort studyParticipantsFirst-year undergraduate studentsMethodsWe analysed the responses of 1686 first-year undergraduate students attending Queen’s University who completed electronic surveys at both the beginning and completion of their academic year. Predictors of change in positive anxiety and depressive symptom screens (based on exceeding validated symptom threshold scores) were identified using logistic regression.ResultsIncreased university connectedness reduced the odds of emergent significant depressive and anxiety symptoms in healthy students and increased the odds of recovery in students who screened positive at the start of university. Students who screened positive for depression or anxiety at university entry were less likely to recover if they had a lifetime history of internalising disorders. Healthy students who increased their drug use over their first year had higher odds of developing significant levels of both anxiety and depressive symptoms by completion of the academic year.ConclusionsModerate to severe levels of anxiety and depressive symptoms are common among students at entry to university and persist over the first year. University connectedness may mitigate the risk of persistent or emergent symptoms, whereas drug use appears to increase these risks. Findings have implications for university well-being initiatives.

scholarly journals An Assessment of Physician Well-Being and Burnout Among Army Obstetricians and Gynecologists

2021 ◽  
Author(s):  
Devin M Walther ◽  
Mark E Kraus ◽  
Kelly E Beeken ◽  
Bruce D Pier
Keyword(s):  
Well Being ◽  
Fellowship Training ◽  
Active Duty ◽  
Physician Burnout ◽  
Cross Sectional Survey ◽  
Chi Square ◽  
Cross Sectional ◽  
Institutional Review ◽  
Full Analysis ◽  
Professional Fulfillment

ABSTRACT Introduction Physician burnout is associated with unsafe patient care and poor patient satisfaction. Civilian studies show burnout rates of 46% among obstetricians/gynecologists (OB/GYNs). Army Active Duty (A-AD) physician burnout rates range from 7.7% to 26% across specialties, but no studies have assessed A-AD OB/GYN burnout. The objective of this study was to quantify well-being of A-AD OB/GYNs by determining rates of professional fulfillment (wellness) and burnout and detect factors of potential protective or risk for wellness and burnout. Methods A cross-sectional survey-based study was designed to determine well-being of A-AD OB/GYNs. This Institutional Review Board–approved study used the validated Professional Fulfillment Index. The survey was shared anonymously via email to 197 A-AD OB/GYNs. Additional questions asked as possible risk factors for burnout include location, training status, fellowship training, and remaining active duty service obligation (ADSO). Wellness and burnout rates were determined using published scales. Mean rates of wellness and burnout were reported, and chi-square tests detected associations between wellness/burnout and other variables. Results Eighty-three A-AD OB/GYNs responded to the survey (42%), with 73 available for full analysis. 26.5% had positive wellness, and 50% reported burnout. Completing fellowship training and shorter ADSO (of 0-2 years compared to >5 years) had higher rates of wellness. There were no differences in burnout among groups. Conclusions Burnout rates in A-AD OB/GYNs appear higher than A-AD physicians of other specialties but are similar to civilian OB/GYNs. Fellowship training may confer higher rates of wellness. Further research is needed regarding improvements in A-AD OB/GYN well-being and burnout.

scholarly journals The Signs of Self-Reflection in Building Character Among First-Year Physical Education Students

2011 ◽  
Vol 18 (1) ◽  
pp. 82-85
Author(s):  
Anna Brojek
Keyword(s):  
Physical Education ◽  
The State ◽  
First Year ◽  
Education Students ◽  
Ways Of Coping ◽  
Self Reflection ◽  
Physical Education Students ◽  
The Look ◽  
High Degree ◽  
Academic Year

The Signs of Self-Reflection in Building Character Among First-Year Physical Education StudentsIntroduction. The concept of self-upbringing is identified with self-activity, building and shaping one's character, selfimprovement and self-realization. The aim of the research was to define the degree of self-upbringing of first year physical education students taking into consideration self-reflection on their behaviour. Material and methods. The method applied in the research was the diagnostic survey and the accompanying research technique was a questionnaire called ‘The questionnaire of self-upbringing activity’ designed by Tatarowicz. The survey was conducted in Academic Year 2008/2009 among 667 respondents in the eight state and non-state Polish universities. Results. The results show that students (57%) tend to do self-reflection. The major reasons for this were failures in life and behaviour against prevailing norms. The majority of questioned (72.0%) showed a high degree of complacency that was due to self-acceptance and the state of feeling good in the accepted community. The participants who declared a lower degree of complacency claimed that it was due to different kinds of failures, a sense of having many faults and the awareness of making mistakes. On the hole, the participants did not feel different or distinct in regard to other people - more than 70.0%. Those that have such a feeling claim that the differences concern mainly the look and the way of behaving. Conclusions. An important role in searching the specific ways of coping with negative sides of life plays constant education and the state of self-upbringing which influences the awareness and the development of an individual.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Derya Uzelli Yilmaz ◽  
Esra Akin Palandoken ◽  
Burcu Ceylan ◽  
Ayşe Akbiyik
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Intramuscular Injection ◽  
Skills Training ◽  
First Year ◽  
Safety Skills ◽  
Safety Behavior ◽  
Significant Difference ◽  
Academic Year ◽  
Nursing Course

AbstractThe aim of this study was to examine the effect of scenario-based learning (SBL) compared to traditional demonstration method on the development of patient safety behavior in first year nursing students. During the 2016–2017 academic year, the Fundamentals of Nursing course curriculum contained the teaching of demonstration method (n=168). In the academic year 2017–2018 was performed with SBL method in the same context (n=183). Objective Structured Clinical Examination (OSCE) that assesses the same three skills was implemented in both academic terms to provide standardization so that students could evaluated in terms of patient safety competency. It was found that students’ performance of some of the steps assessed were not consistently between the demonstration and SBL methods across the three skills. There was a statistically significant difference between demonstration method and SBL method for students’ performing the skill steps related to patient safety in intramuscular injection (p<0.05) Our results suggest that the integration of SBL into the nursing skills training may be used as a method of teaching in order to the development of patient safety skills.

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