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Does Personal Care Impact Burnout? An Academic Institution’s Exemplar

Purpose: To assess resident compliance with routine health maintenance and risk of burnout at a single midwestern institution

Background: Resident physician burnout is a concern facing medical education. It has been linked to depression, inversely correlates with job satisfaction, and has a cumulative effect as the years of residency progress. Correlations between suspected burnout and reduced resident personal care have been sparsely assessed.     

Methods: Residents in all specialties at the University of Toledo were surveyed in the last academic year through an anonymous 27-item online survey addressing health care compliance and risk of burnout (using a non-validated index). A total of 75 surveys were completed.

Results: Up to 40% of residents had neither seen a primary care provider nor had routine eye exams in >24 months while >30% had no dental care in the previous 12 months. 80% of residents reported clinical duties preceded personal wellness. 50% reported financial concerns as a contributor to decreased wellness. 100% of residents were at risk of burnout with only 25% in the low-risk category. Of those in the severe risk category, 80% addressed their condition by ignoring it and had the least mental health service utilization.

Discussions: Un-aligned resident priorities may result in ignoring oneself and one’s needs. This in turn may result in increased predisposition to burnout. Mental, physical and financial wellness need to be assessed and addressed by institutions regularly. Mitigation modalities, as implemented at our institution following the survey, will need to be in place to enhance personal care, subsequently reducing risk of burnout.

Topics: CREOG & APGO Annual Meeting, 2020, Resident, Faculty, Residency Director, Residency Coordinator, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, GME, Advocacy,

General Information


Intended
Audience
Resident,Faculty,Residency Director,Residency Coordinator,
Competencies
Addressed
Systems-Based Practice & Improvement,Interpersonal & Communication Skills,
Educational
Continuum
GME,
Educational
Focus
Advocacy,
Clinical Focus

Author Information

Dani Zoorob, MD, MHA; University of Toledo; Kellen Goldschmidt, MD; Alesha Roach, MD; Katherine Chen, Medical Student; James VanHook, MD

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