Abstract
The potential solutions and policy changes aimed at reducing professional burnout and career regret among urology trainees are numerous, complex, and interrelated. The present study highlights responses that contemporary trainees prioritize, several of which not only address universal needs, but are also consistent with Accreditation Council for Graduate Medical Education Program Requirements. But we would caution against interpreting the results as a prescriptive guide for programs and institutions to select from a menu of “concessions.” Doing so risks framing solutions to professional burnout as a series of performative checkboxes—a free lunch here, a group retreat there.
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