Peers who have already experienced various rotations can be the most valuable resources in orienting future residents, but currently these conversations and collegial “orientations” are unofficial. Implementing a peer-to-peer support structure with oversight for the various transitions that span post-med school training, whether it be rotation-to-rotation or from semester-to-semester, can better address the root of the problem.
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Yet, these initiatives have the potential to serve as more than Band-Aids that alleviate and patch the stresses that accompany medical students’ transitions to internship and beyond. Making self-care part of a physician’s daily life is a necessary first step. These focus on increasing awareness and ownership of physical and psychological well-being, recognizing signs of burnout and disability, and honing effective communications skills for navigating emotionally complex scenarios. At our institution, the Perelman School of Medicine at the University of Pennsylvania, the internal medicine intern wellness program provides four sessions during the intern year. Many medical education programs have implemented wellness curricula for new trainees to help them learn self-care strategies like mindfulness practices, cognitive-behavioral strategies, emotion processing techniques, finding meaning reflections, dealing with death and dying and more. Until the concept of transition is broadened to include the changes and transformations trainees undergo periodically, the support structure will continue to fall short of their needs. This may partly explain the high rates of depression, burnout, and even suicide among medical trainees. Imagine having to constantly adapt to a completely foreign environment each month and having to learn a new workflow from scratch, all the while facing expectations to provide excellent care.
Many individuals thrive in this system.Įven so, students, residents, and even experienced physicians struggle with the weight and the anxiety of facing these transitions on their own. Some argue that these transitions help trainees quickly learn to adapt and gain the independence and self-motivation required to succeed in a field as arduous as clinical medicine. Trainees are expected to take flight relatively independently. After a few weeks, programs designed to aid in transitions taper off, aside from a few individual review meetings with the program director.
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Orientations tend to focus on the logistics of starting a new job, pivoting from a deluge of information about electronic medical records and human resources packets to ice breakers and password setups. Ranging from interns to residents and fellows, these rising physicians participate in orientation programs as a part of periodic, ongoing transitions into new, progressively expanding clinical roles.Īt every level of training beyond medical school, there is a strong assumption that these periods of transition are limited to big new beginnings, and that the trainees will rapidly settle in. Yet what many in medicine overlook are the hazards of transition points in physicians’ training.Įach July, new medical school graduates and other physicians-in-training enter the next stages of their careers. Transition points in patient care, like the handoff of a patient from a doctor ending his shift to one beginning hers, are widely recognized as periods of increased risk of error. Exclusive analysis of biotech, pharma, and the life sciences Learn More
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