1. Chief Resident Leadership Conference: Caring for Your Residents Roseanne C. Berger, MD Senior Associate Dean for Graduate Medical Education & ACGME Designated Institutional Official (DIO) for UB

2. Goal: Support residents experiencing problems that impede learning.  Fatigue  Academic Difficulty  Harassment  Impairment

3. www.cphny.org 800-338-1833

4. Warning Signs

5. Selected Warning Signs  Deteriorating personal hygiene  Unfocused, confused, distracted  Mood swings  Unprofessional demeanor or conduct  Anger/Abusive Language  Frequent lateness, absence or illness  Isolation: avoidance of associates  Inappropriate response to patient needs or staff requests  Ignoring requests to catch up on paperwork  Uncooperative and defiant approach to problems and/or performance feedback

6. Impairment/Substance Abuse  Signs & symptoms of impairment  Report to PD or GME – do not handle yourself  Encourage individual to self-report to GME or Committee on Physician’s Health (CPH)  Treatment options Coincident with training Coincident with training Leave of Absence – up to 3 months Leave of Absence – up to 3 months

7. 1 (800) 338-1833 or (518) 436-4723 The Committee for Physician Health 99 Washington Avenue, Suite 410 Albany, NY 12210 Fax: (518) 436-7943 Email: terry@cphny.org All calls are confidential!terry@cphny.org CPH Contact Info

8. Sexual Harassment in Medical Education Events of Sexual Mistreatment Reported by Graduating US Medical School Students Denied opportunities for training or rewards because of your gender Denied opportunities for training or rewards because of your gender Subjected to unwanted sexual advances by school personnel Subjected to unwanted sexual advances by school personnel Subjected to offensive sexist remarks/names directed at you personally Subjected to offensive sexist remarks/names directed at you personally Received lower evaluations or grades solely because of gender rather than performance Received lower evaluations or grades solely because of gender rather than performance 19962003 4.3%2.4% 4.7%2.1% 8.7%4.1% 6.1%3.0% Recupero, et. al. Academic Medicine 79(9). 2004

9. Harrassment/Discrimination  Sexual or other forms  Sexual or other forms  If possible, tell harasser to stop  Discuss with PD, Chair, DIO, Office of Equity, Diversity, and Affirmative Action 645-2266  https://secure.newmedialearning.com/psh/ ubuffalo/ https://secure.newmedialearning.com/psh/ ubuffalo/ https://secure.newmedialearning.com/psh/ ubuffalo/

10. UB/GME Resources  Susan Orrange, M.Ed. sorrange@buffalo.edu sorrange@buffalo.edu  Roseanne Berger, M.D. bergerrc@buffalo.edu bergerrc@buffalo.edu  Chief Resident Listserv  Policies on Impairment, Harassment, and Academic Status  www.ACGME.org www.ACGME.org Common Program Requirements Common Program Requirements RRC Requirements for your program RRC Requirements for your program  The Joint Commission http://www.jointcommission.org/

11. LIFE Curriculum (Learning to Address Impairment and Fatigue to Enhance Patient Safety)  Self-directed learning modules in the areas of: Fatigue Fatigue Disruptive Physicians Disruptive Physicians Stress & Depression Stress & Depression Substance Abuse Substance Abuse Burnout Burnout Impairment Impairment Negative Feedback Negative Feedback

12. UB Human Resources http://hr.buffalo.edu http://hr.buffalo.edu  Work/life balance UB Employee discounts UB Employee discounts Fitness centers, theme parks & attractions, software, wireless phones, moving services, and moreFitness centers, theme parks & attractions, software, wireless phones, moving services, and more  Learning & Development Registration & Course Catalog Registration & Course Catalog Short courses in Career and Personal Development, Software and Computer Productivity, Wellness & Worklife BalanceShort courses in Career and Personal Development, Software and Computer Productivity, Wellness & Worklife Balance Over 1,000 online, self-directed learning modules (Skillsoft)Over 1,000 online, self-directed learning modules (Skillsoft)

13. Case Scenarios

14. Remember…for struggling residents   Make diagnosis and treatment plan   Include objective assessments   Provide frequent honest feedback   Consult appropriate people, resources, and policies   Involve program director and faculty