Lu Dave W, Germann Carl A, Nelson Sara W, Jauregui Joshua, Strout Tania D
Department of Emergency Medicine University of Washington School of Medicine Seattle WA USA.
Department of Emergency Medicine Tufts University School of Medicine - Maine Medical Center Portland ME USA.
AEM Educ Train. 2020 Aug 5;5(2):e10500. doi: 10.1002/aet2.10500. eCollection 2021 Apr.
Burnout is prevalent among resident physicians and has a negative impact on their well-being and effectiveness at work. How burnout shapes residents' educational experiences, attitudes, habits, and practices is not well understood. There is also a lack of research regarding self-identified mitigation strategies for residents. The authors qualitatively explored burnout's role in the educational experiences of resident physicians.
Qualitative data were generated from a sample of 29 emergency medicine residents through four semistructured focus groups across four institutions in January and February 2019. The authors employed a constructivist approach to thematic analysis. Transcripts were coded and organized into major and minor themes.
Residents reported that a misalignment of their individual versus institutional priorities and a lack of agency were significant contributors to their burnout. Residents described how burnout affected multiple aspects of their education, including their motivation and curiosity to learn, engagement in scholarly activity, and teaching of others. Residents identified several ways of building a sense of community that they explained was most useful in mitigating their experiences with burnout.
Burnout had a negative influence on many facets of residents' educational experiences during training. Program directors and educators can take resident-identified steps to moderate its detrimental role on trainee education.
职业倦怠在住院医师中普遍存在，对他们的幸福感和工作效率产生负面影响。职业倦怠如何塑造住院医师的教育经历、态度、习惯和行为，目前尚不清楚。关于住院医师自我认定的缓解策略的研究也很缺乏。作者定性地探讨了职业倦怠在住院医师教育经历中的作用。
2019年1月和2月，通过在四个机构开展的四个半结构化焦点小组，对29名急诊医学住院医师进行抽样，收集定性数据。作者采用建构主义方法进行主题分析。对转录本进行编码，并组织成主要和次要主题。
住院医师报告称，个人与机构优先事项的不一致以及缺乏自主权是导致他们职业倦怠的重要因素。住院医师描述了职业倦怠如何影响他们教育的多个方面，包括学习的动力和好奇心、参与学术活动以及对他人的教学。住院医师确定了几种建立社区感的方法，他们解释说这对减轻职业倦怠体验最有用。
职业倦怠对住院医师培训期间教育经历的许多方面都有负面影响。项目主任和教育工作者可以采取住院医师确定的措施，以减轻其对学员教育的不利影响。
