MINdI: Mindfulness Instruction for New Interns

Introduction Trainee burnout has reached epidemic proportions and is increasing among physicians compared to non-health care professionals. Burnout is associated with depression and lower empathy, poor patient adherence to medical plans, and early physician retirement. Mindfulness is the quality of...

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Autores principales:	Christine C. Cheston, Colin M. Sox, Catherine D. Michelson, Yarden S. Fraiman
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Mindfulness Wellness Well-Being/Mental Health Burnout Psychological Pediatrics Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/63f2eb5c5b59412897de7500de7b3e37
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spelling	oai:doaj.org-article:63f2eb5c5b59412897de7500de7b3e372021-11-19T13:46:08ZMINdI: Mindfulness Instruction for New Interns10.15766/mep_2374-8265.109332374-8265https://doaj.org/article/63f2eb5c5b59412897de7500de7b3e372020-07-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10933https://doaj.org/toc/2374-8265Introduction Trainee burnout has reached epidemic proportions and is increasing among physicians compared to non-health care professionals. Burnout is associated with depression and lower empathy, poor patient adherence to medical plans, and early physician retirement. Mindfulness is the quality of being nonjudgmental and present and has been shown to decrease physician burnout. Implementation of mindfulness curricula may decrease trainee burnout. Methods Using Kern's six-step approach, we developed an easy-to-implement, facilitator-friendly mindfulness curriculum for pediatric interns. Curricular sessions were held monthly during preexisting 1-hour didactics over 6 months, facilitated by individuals without mindfulness experience. Learners were assessed on knowledge, attitudes, and behavior with postintervention surveys during a pilot in 2016. Qualitative data were used for curricular improvement resulting in the published curriculum. Results Postcurriculum surveys from our pilot revealed that 69% of interns reported a more positive attitude toward mindfulness, while 62% reported having (1) greater knowledge about evidence supporting mindfulness, (2) improved knowledge on how to apply mindfulness techniques, and (3) the belief that techniques they had learned positively impacted their lives. Thirty-three percent endorsed using mindfulness techniques more frequently than they had prior to the start of the mindfulness curriculum. Discussion Our novel curriculum provided longitudinal mindfulness training that meaningfully impacted trainee knowledge, behaviors, and attitudes. The curricular structure overcame the need for local topic experts and was feasible to implement within the confines of our complex program structure. Ongoing work will determine the impact of our curriculum on objective measures of burnout, empathy, and mindfulness.Christine C. ChestonColin M. SoxCatherine D. MichelsonYarden S. FraimanAssociation of American Medical CollegesarticleMindfulnessWellnessWell-Being/Mental HealthBurnoutPsychologicalPediatricsMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Mindfulness Wellness Well-Being/Mental Health Burnout Psychological Pediatrics Medicine (General) R5-920 Education L
spellingShingle	Mindfulness Wellness Well-Being/Mental Health Burnout Psychological Pediatrics Medicine (General) R5-920 Education L Christine C. Cheston Colin M. Sox Catherine D. Michelson Yarden S. Fraiman MINdI: Mindfulness Instruction for New Interns
description	Introduction Trainee burnout has reached epidemic proportions and is increasing among physicians compared to non-health care professionals. Burnout is associated with depression and lower empathy, poor patient adherence to medical plans, and early physician retirement. Mindfulness is the quality of being nonjudgmental and present and has been shown to decrease physician burnout. Implementation of mindfulness curricula may decrease trainee burnout. Methods Using Kern's six-step approach, we developed an easy-to-implement, facilitator-friendly mindfulness curriculum for pediatric interns. Curricular sessions were held monthly during preexisting 1-hour didactics over 6 months, facilitated by individuals without mindfulness experience. Learners were assessed on knowledge, attitudes, and behavior with postintervention surveys during a pilot in 2016. Qualitative data were used for curricular improvement resulting in the published curriculum. Results Postcurriculum surveys from our pilot revealed that 69% of interns reported a more positive attitude toward mindfulness, while 62% reported having (1) greater knowledge about evidence supporting mindfulness, (2) improved knowledge on how to apply mindfulness techniques, and (3) the belief that techniques they had learned positively impacted their lives. Thirty-three percent endorsed using mindfulness techniques more frequently than they had prior to the start of the mindfulness curriculum. Discussion Our novel curriculum provided longitudinal mindfulness training that meaningfully impacted trainee knowledge, behaviors, and attitudes. The curricular structure overcame the need for local topic experts and was feasible to implement within the confines of our complex program structure. Ongoing work will determine the impact of our curriculum on objective measures of burnout, empathy, and mindfulness.
format	article
author	Christine C. Cheston Colin M. Sox Catherine D. Michelson Yarden S. Fraiman
author_facet	Christine C. Cheston Colin M. Sox Catherine D. Michelson Yarden S. Fraiman
author_sort	Christine C. Cheston
title	MINdI: Mindfulness Instruction for New Interns
title_short	MINdI: Mindfulness Instruction for New Interns
title_full	MINdI: Mindfulness Instruction for New Interns
title_fullStr	MINdI: Mindfulness Instruction for New Interns
title_full_unstemmed	MINdI: Mindfulness Instruction for New Interns
title_sort	mindi: mindfulness instruction for new interns
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/63f2eb5c5b59412897de7500de7b3e37
work_keys_str_mv	AT christineccheston mindimindfulnessinstructionfornewinterns AT colinmsox mindimindfulnessinstructionfornewinterns AT catherinedmichelson mindimindfulnessinstructionfornewinterns AT yardensfraiman mindimindfulnessinstructionfornewinterns
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MINdI: Mindfulness Instruction for New Interns

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