1. Why Wellness? Our family asks that medical teaching institutions recognize the problems of depression and suicide in their midst, root out any toxicity in their training programs, provide adequate support for their trainees, and ensure that those who need psychological counseling can access it in complete confidence and with no consequences to their career. We must lose no more healers. - Rhoda Feldman

2. Why Wellness?

3.  It’s the right thing to do  no longer ‘suck it up and get through it’  impaired physicians make more errors

4. Burnout 3 elements of burnout: –Emotional exhaustion –Depersonalization –Low sense of personal accomplishment Maslach D. Leiter MP. The Truth about Burnout. SF, CA: Jossey-Bass, 1997.

5. Trockel, unpublished data slide courtesy of Robin Marcus

7. Misra, Nichols and Duryea, Prevent Burnout: Avoid the Downward Spiral into Unprofessionalism. 2015 Pediatric Academic Society

8. Recent editorials JAMA Pediatrics 2015 JAMA Surgery 2015

9. September 14 th, Time Magazine

10. Robin Marcus, Chief Wellness Officer

11. Graduate Medical Education Wellness Committee Ellen Morrow, Surgery (Chair) Bruce Herman, Pediatrics (Co- chair, GME Liaison) Alan Smith, GME DIO Robin Marcus, Chief Wellness Officer Lara Senekjian, Surgery Resident Brian Flaherty, Pediatric fellow Katie Fortenberry, Family Med Brooke Gardner, Employee Health Michelle Vo, Psychiatry, Director of Wellness for SOM Paul Thielking, Psychiatry John Barrett, Emergency Med Tina Halliday, EAP Sonja Van Hala, Family Med Sharee Bracken, GME Christina Martin, Wellness program manager Melissa See, Family Med Resident Elizabeth Howell, Pyschiatry Amy Armstrong, Peds Admin Brad Poss (ad hoc) GME Dean Ronnie Koon (admin) David Pascoe, Chaplain PCH

12. GME Wellness  Charge of the Committee:  Gather (and analyze?) current information and research on GME wellness programs at other academic health centers  Identify current resources and gaps at the University of Utah  Describe a model GME Wellness program  Propose a program that would leverage current resources and address identified gaps  Program components: prevention, identification/recognition, and (provide) treatment resources  For Consideration  Define Wellness as it would apply to GME trainees  How could this proposed program be extrapolated to a SOM or Health Sciences Center program

13. Collaboration Data gathering from multiple institutions, including University of Washington, University of Kansas, Stanford University, and University of Minnesota/Hennepin County. Ongoing conference calls

14. Survey Purpose: needs assessment, ability to track progress, research collaboration Plan to use Stanford Housestaff Wellness Survey IRB approval, through REDCap, anonymous Resources available at end of survey Please encourage response!

15. GME Wellness Resident Survey

17. How we will help Make resources available for residents and PDs on GME website –Medicine.utah.edu/GME Define best practices within institution, and make recommendations for programs Provide shared resources for resident wellness across GME

18. How we want to help in the future Help with compliance with future ACGME requirements? Trickle up/out approach for faculty and health sciences –GME as a model wellness program

19. GME Wellness Future Steps  Define Wellness as it would apply to GME trainees at U of U  Describe a model GME Wellness program  Propose program that would leverage current resources  Develop proposal for addressing gaps  Partner with similar early efforts in SOM and Health Sciences Center

20. Discussion Needs assessment –Existing programs Resident focus groups Thoughts/suggestions