Department of Medicine at Zuckerberg San Francisco General Hospital and Trauma Center, University of California, San Francisco School of Medicine, 1001 Potrero Ave 5H, 94110, San Francisco, USA.
Departments of Medicine, Medical Education, Geriatrics, and Palliative Medicine, Icahn School of Medicine at Mount Sinai, New York, USA.
BMC Med Educ. 2024 Mar 8;24(1):254. doi: 10.1186/s12909-024-05243-2.
Institutional Graduate Medical Education (GME) Well-being Director (WBD) roles have recently emerged in the United States to support resident and fellow well-being. However, with a standard position description lacking, the current scope and responsibilities of such roles is unknown. This study describes the scope of work, salary support, and opportunities for role definition for those holding institutional leadership positions for GME well-being.
In November 2021, 43 members of a national network of GME WBDs in the United States were invited to complete a cross-sectional survey that included questions about job responsibilities, percent effort, and dedicated budget, and a free text response question about unique leadership challenges for GME WBDs. The survey was analyzed using descriptive statistics for quantitative data and thematic analysis for qualitative data.
26 members (60%) responded. Most were physicians, and the majority identified as female and White. Median percent effort salary support was 40%. A small minority reported overseeing an allocated budget. Most respondents worked to improve access to mental health services, oversaw institution-wide well-being programs, designed or delivered well-being content, provided consultations to individual programs, met with trainees, and partnered with diversity, equity, and inclusion (DEI) efforts. GME WBDs described unique challenges that had implications for perceived effectiveness related to resources, culture, institutional structure, and regulatory requirements in GME.
There was high concordance for several key responsibilities, which may represent a set of core priorities for this role. Other reported responsibilities may reflect institution-specific needs or opportunities for role definition. A wide scope of responsibilities, coupled with limited defined budgetary support described by many GME Well-being Directors, could limit effective role execution. Future efforts to better define the role, optimize organizational reporting structures and provide funding commensurate with the scope of work may allow the GME Well-being Director to more effectively develop and execute strategic interventions.
机构研究生医学教育（GME）福利主任（WBD）的角色在美国最近出现，以支持住院医师和研究员的福利。然而，由于缺乏标准的职位描述，目前尚不清楚这些角色的范围和职责。本研究描述了那些担任 GME 福利机构领导职位的人的工作范围、薪酬支持和角色定义机会。
2021 年 11 月，美国全国 GME WBD 网络的 43 名成员受邀完成一项横断面调查，其中包括关于工作职责、投入百分比和专用预算的问题，以及关于 GME WBD 独特领导挑战的自由文本回答问题。使用描述性统计数据对定量数据和主题分析对定性数据进行分析。
26 名成员（60%）做出了回应。他们大多数是医生，大多数是女性和白人。中位数投入百分比的薪酬支持为 40%。少数人报告监督分配的预算。大多数受访者致力于改善获得心理健康服务的机会，监督全机构的福利计划，设计或提供福利内容，向个别计划提供咨询，与学员会面，并与多样性、公平性和包容性（DEI）努力合作。GME WBD 描述了与 GME 中的资源、文化、机构结构和监管要求相关的独特挑战，这些挑战对感知的有效性产生了影响。
有几个关键职责的高度一致性，这可能代表了该角色的一组核心优先事项。其他报告的职责可能反映了机构的特定需求或角色定义的机会。许多 GME 福利主任描述的广泛职责范围，加上有限的定义预算支持，可能会限制有效角色执行。未来努力更好地定义角色，优化组织报告结构并提供与工作范围相称的资金，可能使 GME 福利主任能够更有效地制定和执行战略干预措施。
