scholarly journals Facing Adversity during Graduate Medical Training: The Concept of ‘Coping Intelligence’

2021 ◽  
Author(s):  
Nicholas Taylor ◽  
Katie Clare Kelley ◽  
Michael S. Firstenberg ◽  
H. Tracy Davido ◽  
Thomas J. Papadimos ◽  
...  
Keyword(s):  
Medical Education ◽  
Emotional Intelligence ◽  
Cognitive Load ◽  
Medical Training ◽  
Behavioral Skills ◽  
Graduate Medical ◽  
Extreme Stress ◽  
Novel Concept ◽  
Competing Priorities ◽  
Significant Opportunity

Effective coping strategies are of great importance for trainees actively navigating the challenges and stresses of graduate medical education (GME). Although there is increasing emphasis on the concept of emotional intelligence (EI) in medical curricula, the range of behavioral skills learned in typical EI training may not be sufficient when dealing with extreme stress – something that healthcare students in general, and GME trainees as a subset, continue to struggle with. Under the conditions of extreme stress, multiple competing priorities and high cognitive load, even those with excellent command of EI skills may not be able to universally maintain sufficient emotional control. This, in turn, exposes a significant opportunity for further understanding and development in this dynamically evolving area of investigation. Increasing amount of research suggests that a unique skill set exists, known as ‘coping intelligence’ (CI), that may help fill the gap under the conditions of extreme stress and significantly elevated cognitive load. This chapter will discuss CI as a unique and novel concept, further exploring the possibility of introducing this new construct into the realm of GME.

scholarly journals Graduating With Honors in Resilience: Creating a Whole New Doctor

2020 ◽  
Vol 9 ◽  
pp. 216495612097635
Author(s):  
John Paul Mikhaiel ◽  
Jack Pollack ◽  
Emory Buck ◽  
Matt Williams ◽  
Aisha Lott ◽  
...  
Keyword(s):  
Medical Education ◽  
Emotional Intelligence ◽  
Medical Student ◽  
Leadership Development ◽  
Identity Formation ◽  
Medical Training ◽  
Student Leadership ◽  
Long Term Effects ◽  
Student Leadership Development ◽  
Executive Coaches

Background Although coaching programs have become a prominent piece of graduate medical education, they have yet to become an integral part of undergraduate medical education. A handful of medical schools have utilized longitudinal coaching experiences as a method for professional identity formation, developing emotional intelligence and leadership. Objective We developed A Whole New Doctor (AWND), a medical student leadership development and coaching program at Georgetown University, with the aim of fostering resilience, leadership, and emotional intelligence at the nascent stage of physician training. To our knowledge, ours is the only program that is largely student-managed and uses certified executive coaches in the medical student population. Methods Cohort 1 of AWND started in October 2016. For each cohort, we hold a kickoff workshop that is highly interactive, fast-paced and covers coaching, complex thinking, reflective writing, and a coaching panel for Q&A. Following the workshop, students work with coaches individually to address self-identified weaknesses, tensions, and areas of conflict. We believe the program’s student-driven nature provides a new structural approach to professional development and leadership programs, offering students a simultaneously reflective and growth-oriented opportunity to develop essential non-technical skills for physician leaders. Results Of the 132 students in the program, 107 have worked with one of our coaches (81%). Student testimonials have been uniformly positive with students remarking on an increased sense of presence, improvements in communication, and more specific direction in their careers. Conclusion Our pilot coaching program has received positive feedback from students early in their medical training. It will be important to further scale the program to reach an increasing number of students and quantitatively evaluate participants for the long-term effects of our interventions.

scholarly journals Prevalence and Etiology of Burnout in a Community-Based Graduate Medical Education System: A Mixed-Methods Study

2019 ◽  
Vol 51 (9) ◽  
pp. 766-771 ◽  
Author(s):  
Samuel Ofei-Dodoo ◽  
Paul Callaway ◽  
Kendra Engels
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Training ◽  
Maslach Burnout Inventory ◽  
Faculty Members ◽  
Published Data ◽  
Health Care Environment ◽  
Difficult Patient ◽  
Graduate Medical ◽  
Core Faculty

Background and Objectives: Burnout rates among American physicians and trainees are high. The objectives of this study were: (1) to compare burnout rates among residents and faculty members of the graduate medical education (GME) programs sponsored by the University of Kansas School of Medicine-Wichita (KUSM-W) to previously published data, and (2) to evaluate the physicians’ feedback on perceived causes and activities to promote wellness. Methods: Between April and May 2017, we surveyed 439 residents and core faculty members from 13 residency programs sponsored by the KUSM-W. The survey included the Abbreviated Maslach Burnout Inventory, two open-ended questions, and demographic questions. The authors used Kruskal-Wallis and Fisher exact tests to analyze the quantitative data, and an immersion-crystallization approach to analyze the open-ended data. Results: Forty-three percent of all respondents met the criteria for burnout, and the overall response rate was 50%. When compared with core faculty members, rates of burnout among residents were higher (51% vs 31%, P<.05). The immersion-crystallization approach revealed five interconnected themes as possible causes of burnout among physicians: work-life imbalance, system issues, poor morale, difficult patient populations, and unrealistic expectations. Promotion of healthy and mindfulness activities; enhanced program leadership; and administration, program, and system modification were identified as activities/resources that can promote wellness among physicians. Conclusions: The findings show that burnout is prevalent among physicians within GME. Wellness and burnout prevention should be addressed at the beginning of medical training and longitudinally. Potential intervention should include activities that allow physicians to thrive in the health care environment.

scholarly journals Teaching Critical Thinking in Graduate Medical Education: Lessons Learned in Diagnostic Radiology

2017 ◽  
Vol 4 ◽  
pp. 238212051769649 ◽  
Author(s):  
Benjamin Morrissey ◽  
Marta E Heilbrun
Keyword(s):  
Medical Education ◽  
Critical Thinking ◽  
Graduate Medical Education ◽  
Medical Training ◽  
Care Delivery ◽  
Lessons Learned ◽  
Diagnostic Radiology ◽  
Institute Of Medicine ◽  
Graduate Medical ◽  
Radiology Training

The 2014 Institute of Medicine report, Graduate Medical Education that Meets the Nation’s Health Needs, challenged the current graduate medical training process and encouraged new opportunities to redefine the fundamental skills and abilities of the physician workforce. This workforce should be skilled in critically evaluating the current systems to improve care delivery and health. To meet these goals, current challenges, motivations, and educational models at the medical school and graduate medical education levels related to formal training in nonclinical aspects of medicine, especially critical thinking, are reviewed. Our diagnostic radiology training program is presented as a “case study” to frame the review.

scholarly journals The genealogy of teaching clinical reasoning and diagnostic skill: the GEL Study

Diagnosis ◽  
2020 ◽  
Vol 7 (3) ◽  
pp. 197-203 ◽  
Author(s):  
Stephen W. Russell ◽  
Sanjay V. Desai ◽  
Paul O’Rourke ◽  
Neera Ahuja ◽  
Anand Patel ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Medical Training ◽  
Clinical Skill ◽  
Well Being ◽  
Training Environment ◽  
Graduate Medical ◽  
Diagnostic Skills ◽  
Professional Fulfillment ◽  
Diagnostic Skill

AbstractThe genealogy of graduate medical education in America begins at the bedside. However, today’s graduate medical trainees work in a training environment that is vastly different from medical training a century ago. The goal of the Graduate Medical Education Laboratory (GEL) Study, supported by the American Medical Association’s (AMA) “Reimagining Residency” initiative, is to determine the factors in the training environment that most contribute to resident well-being and developing diagnostic skills. We believe that increasing time at the bedside will improve clinical skill, increase professional fulfillment, and reduce workplace burnout. Our graduate medical education laboratory will test these ideas to understand which interventions can be shared among all training programs. Through the GEL Study, we aim to ensure resident readiness for practice as we understand, then optimize, the learning environment for trainees and staff.

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