The Penn State College of Medicine Professionalism Questionnaire is one of the first valid and reliable surveys of attitudes among medical students, residents, and faculty that reflects seven elements of professionalism.

Introduction: Self-care has not been traditionally taught in medical education, but the epidemic of burnout among health professionals necessitates a change in culture, and consequently a change in curriculum. Burnout begins early in training and negatively impacts health professionals, patients, and institutions. Interventions that prevent and avert burnout are necessary at all stages of a doctor’s career to assure well-being over a lifetime. Evidence-based strategies supporting both personal and system wellness have begun to emerge, but more research is needed. Methods: We present a collaborative and comprehensive wellness program: “A Culture of Wellness.” We offered this pilot jointly for first-year medical students and faculty volunteers at the Geisel School of Medicine at Dartmouth. We gave participants the following: (1) time—60 minutes per week for 8 weeks; (2) tools—weekly cases highlighting evidence-based wellness strategies; and (3) permission—opportunities to discuss and apply the strategies personally and within their community. Results: Pre- and postsurvey results show that dedicated time combined with student-faculty collaboration and application of strategies was associated with significantly lower levels of burnout and perceived stress and higher levels of mindfulness and quality of life in participants. Components of the curriculum were reported by all to add value to personal well-being. Conclusions: This pilot presents a feasible and promising model that can be reproduced at other medical schools and disseminated to enhance personal health and promote a culture of well-being among medical students and faculty.

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If the paper can come to understand how consciousness operates in organizations, and learn how to apply it in organizational decisions, the pay-off could be big in terms of leading initiatives for change. The final goal is to use what is learned to improve organizational outcomes.

Objective:To explore student perceptions of the feasibility of neurology and psychiatry clerkship integration, including clinical education and competency evaluation, as there has been a call to improve undergraduate medical education integration of the disciplines to better develop physicians that can address nervous system disorders.Method:Via a constructivist grounded theory approach, we carried out five focus groups in 2016-2017 with 28 medical students who completed both independent clerkships. Investigator triangulation was used with iterative interpretation comparisons, and themes were identified using constant comparative analysis.Results:Three major themes arose: 1) combining the clerkships was not favorable as students need sufficient time to delve deeper in each discipline; 2) students did not observe an integrated clinical approach by faculty; 3) positive value of making links between neurology and psychiatry for effective patient care.Conclusions:Students emphasized the importance of making stronger links between the two disciplines for their learning and to improve patient care; however, they did not observe this clinical approach in the workplace. Students perceived that integration of neurology and psychiatry clerkships should occur via increased affinity of the complementary discipline by trainees and faculty in each specialty.