Making Sense of Family Medicine Resident Wellness Curricula: A Delphi Study of Content Experts

Penwell-Waines, Lauren; Runyan, Christine N.; Kolobova, Irina; Grace, Aaron; Brennan, Julie; Buck, Katherine; Ross, Valerie; Schneiderhan, Jill

doi:10.22454/fammed.2019.899425

Cited by 5 publications

(8 citation statements)

References 20 publications

(28 reference statements)

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“…We used the term wellness to refer to programs, and well-being to refer to outcomes among individuals. 12 A Delphi technique is an approach that utilizes a panel of experts on a topic who are taken through a series of structured iterative surveys to arrive at a consensus. Through the process, an expert consensus concluded the following elements were essential 12 :…”

Section: Resultsmentioning

confidence: 99%

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Getting It Off the Ground: Key Factors Associated With Implementation of Wellness Programs

Penwell-Waines

Cronholm

Brennan

et al. 2020

Fam Med

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Background and Objectives: Many residency programs are developing resident wellness curricula to improve resident well-being and to meet Accreditation Council for Graduate Medical Education guidelines. However, there is limited guidance on preferred curricular components and implementation. We sought to identify how specific driving factors (eg, having an identified wellness champion with a budget and protected time to develop wellness programs) impact implementation of essential elements of a resident wellness curriculum. Methods: We surveyed 608 family medicine residency program directors (PDs) in 2018-2019 on available resources for wellness programs, essential wellness elements being implemented, and satisfaction with wellness programming; 251 PDs provided complete responses (42.5% response rate). Linear and logistic regressions were conducted for main analyses. Results: Having an identified wellness champion, protected time, and dedicated budget for wellness were associated with greater implementation of wellness programs and PD satisfaction with wellness programming; of these, funding had the strongest association. Larger programs were implementing more wellness program components. Program setting had no association with implementation. Conclusions: PDs in programs allocating money and/or faculty time can expect more wellness programming and greater satisfaction with how resident well-being is addressed.

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Section: Resultsmentioning

confidence: 99%

“…We developed survey questions based on results of the Delphi study described herein. 12 The questions were part of a larger survey conducted by the Council of Academic Family Medicine Educational Research Alliance (CERA). The methodology of the CERA survey has been described previously.…”

Section: Methodsmentioning

confidence: 99%

Getting It Off the Ground: Key Factors Associated With Implementation of Wellness Programs

Penwell-Waines

Cronholm

Brennan

et al. 2020

Fam Med

Self Cite

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“…Mentorship is a key part of many curricula. Many programs incorporate wellness coaching by providing residents access to guidance from a trusted faculty member 8 11 13 20 21. Additionally, residents find value in mentorship and reflective activities among peers 9–12 20 22 23.…”

Section: Findings and Themesmentioning

confidence: 99%

“…Many programs incorporate wellness coaching by providing residents access to guidance from a trusted faculty member 8 11 13 20 21. Additionally, residents find value in mentorship and reflective activities among peers 9–12 20 22 23. Peer discussions about challenges during residency can help to normalise those experiences and create a greater sense of collegiality 10.…”

Section: Findings and Themesmentioning

confidence: 99%

Improving resident well-being: a narrative review of wellness curricula

Ahart

Gilmer

Tenpenny

et al. 2022

Postgraduate Medical Journal

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BackgroundTo improve wellness among residents, many graduate medical education programs have implemented formal wellness curricula. Curricular development has recently shifted focus from drivers of burnout to promotion of wellness. The specific components of successful wellness curricula, however, are not yet well defined.ObjectiveTo review the published literature assessing core components of wellness curricula in graduate medical education programs.MethodsSearches were conducted through June 2020 in PubMed, Education Resources Information Center, Google Scholar and Web of Science using the search terms wellness curricula, wellness programs, well-being and graduate medical education. Additional articles were identified from reference lists. Curricula from primarily undergraduate medical education, singular interventions, non-peer-reviewed studies and non-English language studies were excluded.ResultsEighteen articles were selected and reviewed by three authors. Critical drivers of success included support from program leadership and opportunities for resident involvement in the curriculum implementation. Most curricula included interventions related to both physical and mental health. Curricula including challenging components of professionalisation, such as critical conversations, medical errors and boundary setting, seemed to foster increased resident buy-in. The most frequently used curricular assessment tools were the Maslach Burnout Inventory and resident satisfaction surveys.ConclusionsDifferent specialties have different wellness needs. A resource or ‘toolbox’ that includes a variety of general as well as specialty-specific wellness components might allow institutions and programs to select interventions that best suit their individual needs. Assessment of wellness curricula is still in its infancy and is largely limited to single institution experiences.

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“…Traditionally, faculty development sessions have been focused on educational skills, such as giving feedback or preparing a lecture. 13,14 Just as resident didactic time now often includes dedicated time to focus on wellness, 15,16 faculty education requires a similar space.…”

Section: Curriculum Goals and Objectivesmentioning

confidence: 99%

Meaning in medicine groups as part of faculty development

Fazio

Huffman

2020

Int J Psychiatry Med

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Health care workers engaged in work that they find personally meaningful are less likely to experience professional burnout. However, health care often involves tedious and burdensome tasks. While physicians are often asked to complete tasks that are less satisfying, creating space to focus on the meaningful parts of patient care is helpful to changing the focus of the mind. We report on the integration of Meaning in Medicine groups in a faculty development program at family medicine residency programs. These groups were created to increase faculty satisfaction, team cohesion, and engagement. Each session starts with an item for reflection – a video, article, or story – and is designed to provide a safe space for discussion of the joys in medicine. Group sizes of 8 to 15, dedicated time, and establishment of ground rules have been essential for success of these meetings.

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Making Sense of Family Medicine Resident Wellness Curricula: A Delphi Study of Content Experts

Cited by 5 publications

References 20 publications

Getting It Off the Ground: Key Factors Associated With Implementation of Wellness Programs

Getting It Off the Ground: Key Factors Associated With Implementation of Wellness Programs

Improving resident well-being: a narrative review of wellness curricula

Meaning in medicine groups as part of faculty development

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