Anesthesiology Resident Wellness Program at the University of Saskatchewan: curriculum content and delivery

Chakravarti, Anita; Raazi, Mateen; O’Brien, Jennifer; Balaton, Breanna

doi:10.1007/s12630-016-0773-0

Cited by 22 publications

(30 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Despite the prevalence of burnout and its significant implications, there remain few published residency wellness curricula and no multicenter residency curricular collaborations; outcome assessments of published curricula are also very limited . In response to this gap of wellness education in residency training, the authors developed the first formal, sustainable EM wellness curriculum.…”

Section: Discussionmentioning

confidence: 99%

Development of an Emergency Medicine Wellness Curriculum

Williamson

Lank

Lovell

2017

AEM Education and Training

View full text Add to dashboard Cite

Burnout, the triad of emotional exhaustion, depersonalization, and low personal accomplishment, begins early in medical education and the prevalence continues to increase over time among U.S. physicians. The Accreditation Council for Graduate Medical Education (ACGME) now requires that programs and sponsoring institutions have the same responsibility to address well-being as they do other aspects of resident competence. Yet, there are no studies published in the emergency medicine (EM) literature that discuss the development and institution of a formal wellness curriculum. The authors conducted a needs analysis among EM residents with the aim of creating a multifaceted 12-month wellness curriculum. The needs analysis determined that residents are not comfortable with their knowledge of wellness principles. In response, the authors developed a curriculum by integrating components of published non-EM wellness curricula and online academic wellness programs with commonly accepted domains of wellness. The curriculum was subsequently introduced at five EM residencies. This curriculum represents an example of successful multi-institution collaboration to meet an ACGME Common Program Requirement.

show abstract

Section: Discussionmentioning

confidence: 99%

Development of an Emergency Medicine Wellness Curriculum

Williamson

Lank

Lovell

2017

AEM Education and Training

View full text Add to dashboard Cite

show abstract

“…More comprehensive resident wellness curricula have been published. In general, conclusions about effectiveness are limited by lack of assessment and/or by the small number of participants and single‐site design . A wellness curriculum developed over 6 years at the William Beaumont Family Medicine Residency Program emphasized how a curriculum including both residents and faculty members, and a “wellness champion” led to durable culture change .…”

Section: Discussionmentioning

confidence: 99%

The Implementation of a National Multifaceted Emergency Medicine Resident Wellness Curriculum Is Not Associated With Changes in Burnout

Williamson

Lank

Hartman

et al. 2019

AEM Education and Training

View full text Add to dashboard Cite

Background: The Accreditation Council for Graduate Medical Education Common Program Requirements effective 2017 state that programs and sponsoring institutions have the same responsibility to address well-being as they do other aspects of resident competence. Objectives:The authors sought to determine if the implementation of a multifaceted wellness curriculum improved resident burnout as measured by the Maslach Burnout Inventory (MBI). Methods:We performed a multicenter educational interventional trial at 10 emergency medicine (EM) residencies. In February 2017, we administered the MBI at all sites. A year-long wellness curriculum was then introduced at five intervention sites while five control sites agreed not to introduce new wellness initiatives during the study period. The MBI was readministered in August 2017 and February 2018.Results: Of 523 potential respondents, 437 (83.5%) completed at least one MBI assessment. When burnout was assessed as a continuous variable, there was a statistically significant difference in the depersonalization component favoring the control sites at the baseline and final survey administrations. There was also a higher mean personal accomplishment score at the control sites at the second survey administration. However, when assessed as a dichotomous variable, there were no differences in global burnout between the groups at any survey administration and burnout scores did not change over time for either control or intervention sites. Conclusions:In this national study of EM residents, MBI scores remained stable over time and the introduction of a multifaceted wellness curriculum was not associated with changes in global burnout scores.

show abstract

“…These components are described in further detail in the description of the curriculum (this issue). 14…”

Section: Anesthesiology Resident Wellness Program Development and Impmentioning

confidence: 99%

Anesthesiology Resident Wellness Program at the University of Saskatchewan: concept and development

Chakravarti¹,

Raazi²,

O’Brien

et al. 2016

Can J Anesth/J Can Anesth

Self Cite

View full text Add to dashboard Cite

show abstract

Anesthesiology Resident Wellness Program at the University of Saskatchewan: curriculum content and delivery

Cited by 22 publications

References 5 publications

Development of an Emergency Medicine Wellness Curriculum

Development of an Emergency Medicine Wellness Curriculum

The Implementation of a National Multifaceted Emergency Medicine Resident Wellness Curriculum Is Not Associated With Changes in Burnout

Anesthesiology Resident Wellness Program at the University of Saskatchewan: concept and development

Contact Info

Product

Resources

About