Faculty Development Initiatives as a Tool to Prevent Physician Burnout

Abstract

Introduction: Physician burnout resulting from personal and professional distress has been increasingly reported among practicing physicians, the consequences of which can be pervasive for both physicians and the patients they treat. We hope that employing initiatives within our gastroenterology (GI) division's faculty development program can work to: (1) prevent physician burnout, (2) reinvigorate engagement with the provision of patient-centered care, and (3) promote personal and professional well-being among faculty physicians. Methods: We created a survey for GI faculty physicians to garner information about attitudes towards physician burnout, and strategies that may help physicians combat burnout through faculty development initiatives. Results: Twenty-eight GI faculty completed the survey. The number of years in practice among participants was: 43% for 1-5 years, 21% for 6-10 years, 4% for 11-15 years, and 32% for 15+ years. Eighty-two percent (23/28) reported having interacted with a colleague who they believed to be experiencing burnout. Forty-eight percent reported experiencing at least 1 of 3 criterion of physician burnout sometimes or always (emotional exhaustion, depersonalization toward patients, or low personal accomplishment), with emotional exhaustion being most commonly experienced (71%). An unhealthy work-life balance and increased patient volume and patient-care responsibilities were considered to contribute most heavily to burnout (75% and 68%, respectively). 57% (16/28) strongly agreed that physician burnout may adversely impact patient care and patient-care outcomes. 86% (24/28) believed that faculty development initiatives specifically focusing on combating physician burnout would be worthwhile, and 64% (18/28) believed that initiatives, including OSCEs (objective structured clinical examinations), focusing on enhancing patient-centered care skills are valuable. Sixty-eight percent (19/28) of faculty would like to participate in faculty development initiatives that focus on issues related to physician burnout. Conclusion: Promoting faculty development initiatives that focus on identifying, managing, and preventing physician burnout would fill a void for faculty physicians. Faculty felt that it is crucial to have a program with a dedicated focus on enhancing their patient-centered care skills. This report may better inform GI faculty development programs wishing to marry personal and professional well-being with the provision of effective patient-centered care skills.