Exploring Resident Physician Wellness at an Allopathic Medical School in West Virginia: A Qualitative Study

Abstract

Introduction Social support is key to wellness, especially during times of stress and uncertainty. The working climate, including the multidisciplinary medical community, provides both positive and negative wellness experiences. The purpose of this study is to explore residents' concepts of wellness and the influence of programs, faculty, peers, and nursing and ancillary staff. Methods An email with a link to the REDCap survey was sent to each resident (n=450) in the medical school at West Virginia University, asking them to give examples of ways their wellness has been supported (or not) by faculty members, their program, co-residents, and nursing and ancillary staff. The residents returned 51 completed surveys (11% response rate). Seven residents participated in a face to face interview. A content analysis using Hale's adaptation of resident wellness (based upon Maslow's Hierarchy of Needs) as the theoretical framework was conducted on the data. Results Positive wellness elements frequently focused on time, supportive actions, and social connection. Negative examples impacting wellness included feeling disrespected, not being included in decision making, conflicts, and feeling unappreciated. Suggestions from the residents often described low-cost interventions such as being included and feeling part of the team. Conclusion The participants described how all healthcare team members could support resident wellness in various domains. Peers, support staff in the hospital environment, faculty supervisors, and the overall program can contribute to the basic physiologic needs, safety, belonging, esteem, and self-actualization of resident learners through social support.

Perspectives from two recent medical school graduates on exposure to pathology during undergraduate medical education: A narrative inquiry

“…As a final point, many of the most influential interactions for medical students come in the form of peer-to-peer. 21 , 22 Pathology SIGs can provide structure for this type of interaction, which can help inspire students to pathology, but is not the only venue to do so. We highly recommend finding ways to facilitate interactions between senior medical students applying to pathology and their junior colleagues.…”