Abaza Mona M, Nelson Kathleen G
M.M. Abaza is professor of otolaryngology, University of Colorado School of Medicine, Aurora, Colorado. K.G. Nelson is clinical professor of pediatrics, Keck School of Medicine of USC, Los Angeles, California.
Acad Med. 2018 Feb;93(2):157-158. doi: 10.1097/ACM.0000000000001936.
The issues of burnout and its consequences are some of the most prevalent topics in conversations about the practice of medicine today. Many reports have focused on the contributors that fuel this epidemic, but the time has come to begin to focus on solutions. Prominent national efforts, including a National Academy of Medicine collaborative task force and the 2017 Accreditation Council for Graduate Medical Education common program requirements' focus on wellness, are presenting opportunities for academic medicine faculty to take the lead in turning this tide. While solutions to the burnout crisis are complex, the foundations of improving this epidemic lie in restoring a sense of purpose and balance in the lives of those who work in academic medicine. The inherent value of academic medicine to improve others' lives through patient care, the advancement of knowledge, and the education of the next generation is a unique opportunity that many other professions do not share. On the best days, academic medicine faculty must remember to look for that joy and to express it to learners, and, on the worst, they must demonstrate to learners how to practice self-care and how to create personal resilience. By taking on the role of becoming resilient, faculty start to foster a culture of well-being rather than burnout and can begin to find solutions instead of continuing to describe the problem.
职业倦怠及其后果问题是当今医学实践讨论中最普遍的话题之一。许多报告都聚焦于助长这一风气的因素，但现在是时候开始关注解决方案了。包括美国国家医学院协作特别工作组以及2017年研究生医学教育认证委员会共同项目要求对健康的关注在内的全国性重要举措，为学术医学教职人员引领扭转这一趋势提供了契机。虽然职业倦怠危机的解决方案很复杂，但改善这一风气的基础在于恢复从事学术医学工作的人员生活中的目标感和平衡感。学术医学通过患者护理、知识进步以及下一代教育来改善他人生活的内在价值是许多其他职业所没有的独特机遇。在最好的日子里，学术医学教职人员必须记得去寻找那种喜悦并向学习者表达出来，而在最糟糕的日子里，他们必须向学习者展示如何进行自我护理以及如何培养个人复原力。通过承担起变得有复原力的角色，教职人员开始培育一种健康的文化而非倦怠文化，并能够开始找到解决方案，而不是继续描述问题。
