Faculty Videos of Resilience Narratives at Two Institutions: Residency Resilience Skills Program Innovation

Faculty Videos of Resilience Narratives at Two Institutions: Residency Resilience Skills Program Innovation

Hedy S. Wald (Alpert Medical School of Brown University, Providence, USA & Harvard Medical School, Global Pediatrics Leadership Program, Boston, USA) and Brenda Bursch (David Geffen School of Medicine at UCLA, Los Angeles, USA)
DOI: 10.4018/IJITLHE.2020010102

Abstract

Burnout and mental health issues among residents are associated with adverse health consequences and suboptimal job performance, e.g. increased medical error. Given role models as key to cultivating resilience, we created faculty resilience narrative videos within resilience skill training programs, hypothesizing such videos would provide new perspectives/insights on resiliency and humanize attendings in a useful way. Child and adult neurology residents at two institutions positively rated the impact of these faculty videos. Such videos are an innovative and practical way to: 1) provide exemplar role models for learning about coping with physician challenges and gaining insights on resilience; 2) access stories of triumph over challenge for inspiration; and 3) work to achieve local culture change by reducing stigma and increase empathy/connection during training. Successful implementation of this video innovation provides good rationale for further evaluation of impact on local culture, faculty experience, and resident attitudes and behavior.
Article Preview
Top

Background

Medical Setting Culture and Help Seeking Behavior

One obstacle to effective implementation of resilience skills training is medical setting culture. Revealing a mental health or coping challenge is perceived by many trainees as negatively impacting professional advancement due to perceptions of personal weakness, devaluation, and/or discrimination (Wimsatt, Schwenk, & Sen, 2015). Personal stories of physicians experiencing and coping with and/or overcoming adversity have been successfully used to increase trainees’ likelihood of seeking professional assistance when needed (Hankir, Northall, & Zaman, 2014). Likewise, hospital-wide discussion amongst caregivers from multiple disciplines about social and emotional issues health professionals face in caring for patients and families may improve resilience (Taylor, Xyrichis, Leamy, Reynolds, & Maben, 2018). However, it is unclear if exposure to the narratives of those who are not known to the observer have an impact on asking for help from supervisors or colleagues and/or resilience-promoting culture. There is thus a need for division or department-based interventions that may serve to support resilience as well as increase the likelihood that trainees will reach out for emotional support or referrals from their faculty mentors or supervisors.

Complete Article List

Search this Journal:
Reset
Open Access Articles: Forthcoming
Volume 1: 4 Issues (2020): 1 Released, 3 Forthcoming
View Complete Journal Contents Listing