Yager Joel, Anzia Joan M, Bernstein Carol A, Cowley Deborah S, Eisen Jane L, Forstein Marshall, Summers Richard F, Zisook Sidney
J. Yager is professor, Department of Psychiatry, University of Colorado School of Medicine, Aurora, Colorado.
J.M. Anzia is professor, Department of Psychiatry and Behavioral Sciences, Northwestern University, Chicago, Illinois.
Acad Med. 2022 Dec 1;97(12):1742-1745. doi: 10.1097/ACM.0000000000004887. Epub 2022 Jul 26.
Residency program directors' careers follow several trajectories. For many, the role is relatively short term, lasting 3 to 5 years, during which time the program director may gain educational and administrative experience. However, a sizeable cohort of program directors have remained as program directors for a decade or more, and some have filled the role for the majority of their careers. Over the years, the role of the academic residency program director has become increasingly affected by administrative responsibilities, including scheduling, documentation, and reporting requirements, along with increasing clinical demands that may conflict with ensuring resident wellness and lead to insufficient time to do the job. Burnout in this role is understandable. Given these obstacles, why should any young faculty member choose to become a training director? The authors of this commentary have each served as a residency program director for decades, aggregating approximately 150 years of program director experiences. Based on their collective reflections, the authors describe social and interpersonal aspects of the program director role that have enhanced their professional satisfaction and well-being. These include overseeing residency cycle events from initial interviews through graduation and certification; assuming leadership and social roles in academic departments; counseling, mentoring, and assisting residents with work-personal life difficulties; and helping trainees and programs weather a variety of traumatic circumstances. These life-enriching experiences can compensate for the challenging aspects of these roles and sustain program directors through exceptionally rewarding careers.
住院医师培训项目主任的职业生涯有多种发展轨迹。对许多人来说，这个职位任期相对较短，持续3至5年，在此期间项目主任可能会积累教育和管理经验。然而，相当一部分项目主任担任该职位已有十年或更长时间，有些人在职业生涯的大部分时间里都担任这个角色。多年来，学术住院医师培训项目主任的角色越来越受到行政职责的影响，包括日程安排、文件记录和报告要求，同时临床需求不断增加，这可能与确保住院医师的健康相冲突，并导致工作时间不足。这个职位出现职业倦怠是可以理解的。鉴于这些障碍，为什么任何年轻教员都要选择成为培训主任呢？这篇评论的作者各自担任住院医师培训项目主任数十年，累计约有150年的项目主任经验。基于他们的共同思考，作者描述了项目主任角色中的社会和人际方面，这些方面提高了他们的职业满意度和幸福感。这些方面包括监督从初次面试到毕业和认证的住院医师培训周期活动；在学术部门担任领导和社会角色；为住院医师在工作与个人生活困难方面提供咨询、指导和帮助；以及帮助学员和项目应对各种创伤性情况。这些丰富生活的经历可以弥补这些角色具有挑战性的方面，并使项目主任在非常有意义的职业生涯中坚持下去。
