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Short Communication
Flourishing through continuous medical education: Empowering medical educators
Florecer a través de la educación médica continua: Empoderar a los educadores médicos
Heather A. Billingsa,
Corresponding author
billings.heather@mayo.edu

Corresponding author at: Mayo Clinic, 200 First Street, Rochester, MN 55902, United States of America.
, Juliana M. Klinga,b, Devyani Lalb, Jon T. Nordruma,b, Mira T. Keddisa,b
a Mayo Clinic, Rochester, MN, United States of America
b Mayo Clinic, Scottsdale, AZ, United States of America
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    "textoCompleto" => "<span class="elsevierStyleSections"><span id="s0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0010">Rationale&#47;Background</span><p id="p0005" class="elsevierStylePara elsevierViewall">Health professions educators have competing demands on their time&#44; high levels of stress and burnout&#44; and limited capacity to meaningfully improve their education-related skills&#46;<a class="elsevierStyleCrossRef" href="#bb0005"><span class="elsevierStyleSup">1</span></a> While faculty development resources can provide knowledge and skills in these areas&#44;<a class="elsevierStyleCrossRef" href="#bb0010"><span class="elsevierStyleSup">2</span></a> health professions educators continue to struggle to engage in these resources&#46;<a class="elsevierStyleCrossRef" href="#bb0015"><span class="elsevierStyleSup">3</span></a> Creating and facilitating faculty development activities which promote community building&#44; professional networking&#44; and peer-to-peer learning can improve and maintain engagement&#46;<a class="elsevierStyleCrossRef" href="#bb0035"><span class="elsevierStyleSup">7</span></a></p><p id="p0010" class="elsevierStylePara elsevierViewall">In 2022&#44; Mayo Clinic Department of Education created and hosted a faculty development course with the primary objective to address these challenges&#46; Building on prior success of a pragmatic faculty development model&#44;<a class="elsevierStyleCrossRef" href="#bb0020"><span class="elsevierStyleSup">4</span></a> we included a daily 15-min well-being session in the course&#46;</p><p id="p0015" class="elsevierStylePara elsevierViewall">Course participants included physicians&#44; advanced care&#44; nursing&#44; and allied health professionals&#44; with 65 individuals in the 2022 4-day course and 156 in the 2023 3-day course&#46;</p></span><span id="s0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0015">Innovation&#47;Methods</span><p id="p0020" class="elsevierStylePara elsevierViewall">Evidence supports the inclusion of well-being and mindfulness training&#44; deliberate integration of practical strategies&#44; and intentionally crafted reflection prompts during small group discussions may positively impact satisfaction&#44; joy&#44; and resiliency of health professions educators&#46;<a class="elsevierStyleCrossRef" href="#bb0030"><span class="elsevierStyleSup">6</span></a> Our program included resources from the Kern National Network for Human Flourishing in Medicine&#44;<a class="elsevierStyleCrossRef" href="#bb0040"><span class="elsevierStyleSup">8</span></a> Harvard&#8217;s Human Flourishing Program&#44;<a class="elsevierStyleCrossRef" href="#bb0045"><span class="elsevierStyleSup">9</span></a> and research from the field of positive psychology&#46;<a class="elsevierStyleCrossRef" href="#bb0050"><span class="elsevierStyleSup">10</span></a> We sought to cultivate a positive state of mind and build skills to enhance well-being and resilience in the face of life&#39;s challenges&#46; A comprehensive summary of evidence-based strategies to mitigate stress and promote human flourishing has been reported elsewhere&#46;<a class="elsevierStyleCrossRef" href="#bb0025"><span class="elsevierStyleSup">5</span></a></p><p id="p0025" class="elsevierStylePara elsevierViewall">In 2022&#44; each day began with a 5-min presentation and a 10-min activity such as completion of&#58; &#40;1&#41; bingo cards designed to encourage introductions among participants and foster a sense of community during the course&#44; &#40;2&#41; gratitude cards to be shared with colleagues&#44; family&#44; and friends&#44; &#40;3&#41; reflection prompts to foster small group discussions and meaningful connections among participants&#44; and &#40;4&#41; breathing exercises to boost energy levels and mitigate stress&#46;</p><p id="p0030" class="elsevierStylePara elsevierViewall">In 2023&#44; course participants attended a daily 5-min presentation on well-being and empowerment which included research data and rationale for subsequent 10&#8239;min activities designed to reinforce the principles or practice of the information just shared&#46; These included&#58; &#40;1&#41; assessment of their level of flourishing&#44; &#40;2&#41; posting value affirmations for their role as a medical educator on a communal bulletin board&#44; and &#40;3&#41; completion of a personal reflection and commitment to action activity designed to reinforce the importance of spending time each day doing activities that elicit positive emotions and sense of accomplishment&#46;</p><p id="p0035" class="elsevierStylePara elsevierViewall">Both qualitative and quantitative data were collected through online surveys distributed by email to participants of the course&#46; Thematic analysis was conducted to identify commonalities in responses and illustrative quotes&#46; Descriptive statistics were calculated to report respondents&#39; level of confidence&#44; utilization&#44; and satisfaction specific to the well-being sessions and interventions introduced&#46;</p></span><span id="s0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0020">Results</span><p id="p0040" class="elsevierStylePara elsevierViewall">Prior to the course&#44; 88&#37; of survey respondents &#40;31&#47;35&#41; reported a high desire to learn how to recognize personal stressors and 91&#37; &#40;33&#47;35&#41; reported a high desire to employ strategies to increase well-being and resilience&#46; Through the 2022 post-course survey&#44; 94&#37; of respondents &#40;16&#47;17&#41; reported a high desire to employ such strategies introduced in the course&#44; such as gratitude journaling&#44; making time to connect with colleagues on a personal level&#44; and practicing mindfulness and meditation&#44; and 76&#37; of the 2023 respondents &#40;25&#47;33&#41; had shared something they learned with a friend&#44; colleague&#44; or learner before the course even ended&#46;</p><p id="p0045" class="elsevierStylePara elsevierViewall">All 2023 course respondents agreed that well-being information and activities should be included in continuous medical education &#40;CME&#41; courses&#44; 39&#37; indicated they should be included in ALL courses while 62&#37; suggested this content and activities should only be included in select CME courses such as faculty development&#46;</p><p id="p0050" class="elsevierStylePara elsevierViewall">Many of participants found the daily 15-min well-being sessions to be of high value&#44; as evident in these qualitative comments to the post-course survey&#44; &#8220;What was the best part of the Breakfast Well-Being sessions&#63;&#8221;&#58;<span class="elsevierStyleDisplayedQuote" id="dq0005"><p id="sp0005" class="elsevierStyleSimplePara elsevierViewall"><span class="elsevierStyleItalic">&#8220;Thought provoking reflection questions that illuminate the core of why we teach&#46;&#8221;</span></p><p id="sp0010" class="elsevierStyleSimplePara elsevierViewall"><span class="elsevierStyleItalic">&#8220;Love the idea - prompted me to thank some people I have been meaning to thank&#46; Hand-written letters are more valuable than ever these days&#46;&#8221;</span></p><p id="sp0015" class="elsevierStyleSimplePara elsevierViewall"><span class="elsevierStyleItalic">&#8220;Being able to see how others responded to issues&#46;&#8221;</span></p><p id="sp0020" class="elsevierStyleSimplePara elsevierViewall"><span class="elsevierStyleItalic">&#8220;Opportunities to meet and talk with colleagues and reflect&#46;&#8221;</span></p></span></p><p id="p0055" class="elsevierStylePara elsevierViewall">It is important to note that 25&#37; of the 2023 survey respondents reported they were &#8220;unsure&#8221; if the sessions were a good use of their time&#44; and another 25&#37; indicated that sessions were &#8220;not&#8221; a good use of their time&#46; Qualitative comments to the question &#8220;How can we improve these sessions&#63;&#8221; may shed some light on this data&#58;<span class="elsevierStyleDisplayedQuote" id="dq0010"><p id="sp0025" class="elsevierStyleSimplePara elsevierViewall">&#8220;<span class="elsevierStyleItalic">Hard to engage in the flourishing session so early in the morning&#46;&#8221;</span></p><p id="sp0030" class="elsevierStyleSimplePara elsevierViewall"><span class="elsevierStyleItalic">&#8220;I thought these sessions definitely had some positives but I really wanted that time to chat with people at my table openly rather than in a directed fashion&#46;&#8221;</span></p><p id="sp0035" class="elsevierStyleSimplePara elsevierViewall"><span class="elsevierStyleItalic">&#8220;Needed more time and not so early&#46;&#8221;</span></p></span></p><p id="p0060" class="elsevierStylePara elsevierViewall">Respondents were asked to share the biggest barriers to sustaining well-being activities&#46; The most common responses included existing bad habits which are difficult to change&#44; competing demands and responsibilities&#44; limited time&#44; and lack of an accountability partner to motivate them to do so&#46;</p></span><span id="s0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0025">Discussion&#47;Implications</span><p id="p0065" class="elsevierStylePara elsevierViewall">An abundance of literature highlights the importance of well-being and resiliency for healthcare professionals&#44; yet only recently has attention been directed on the value of teaching about and integrating known strategies into existing faculty development activities&#44; such as a CME course&#46;</p><p id="p0070" class="elsevierStylePara elsevierViewall">Participants in this CME faculty development course reported feeling more prepared to role model and share well-being and mindfulness strategies with colleagues and learners&#44; which one can expect would contribute to a more optimal teaching and learning environment within their home institutions&#46; The ability to understand and learn from and with one another adds to the flourishing of individuals&#44; the communities of which we are a part&#44; and society at large&#46;</p><p id="p0075" class="elsevierStylePara elsevierViewall">Future research could include inferential statistical analysis to assess differences across demographics &#40;age&#44; gender&#44; and specialty area&#41;&#44; and correlational studies to measure strength and direction of relationships between interventions and episodic and sustained behavioral changes among participants&#46;</p><p id="p0080" class="elsevierStylePara elsevierViewall">Course directors planning to provide well-being training and activities into CME courses may want to keep the following considerations in mind&#58;<ul class="elsevierStyleList" id="l0005"><li class="elsevierStyleListItem" id="li0005"><span class="elsevierStyleLabel">1&#46;</span><p id="p0085" class="elsevierStylePara elsevierViewall">Conduct a pre-assessment of participants&#39; desire to learn about well-being and employ strategies in their life&#46;</p></li><li class="elsevierStyleListItem" id="li0010"><span class="elsevierStyleLabel">2&#46;</span><p id="p0090" class="elsevierStylePara elsevierViewall">Provide opportunity for structured and unstructured group discussion&#46;</p></li><li class="elsevierStyleListItem" id="li0015"><span class="elsevierStyleLabel">3&#46;</span><p id="p0095" class="elsevierStylePara elsevierViewall">Suggest participants identify an &#8220;accountability partner&#8221; to help motivate and sustain use of the well-being strategies learned&#46;</p></li><li class="elsevierStyleListItem" id="li0020"><span class="elsevierStyleLabel">4&#46;</span><p id="p0100" class="elsevierStylePara elsevierViewall">Plan duration and timing of these activities to maximize participation and engagement&#46;</p></li></ul></p></span><span id="s0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0030">Conclusion</span><p id="p0105" class="elsevierStylePara elsevierViewall">Through a pragmatic approach that incorporates well-being information and strategies within a faculty development CME course&#44; educators of tomorrow&#39;s healthcare workforce can learn with and from one another&#46; In turn&#44; they can share these strategies with learners and serve as role models and &#8220;accountability partners&#8221; for colleagues&#46;</p></span><span id="s0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0035">Ethical Issues</span><p id="p0110" class="elsevierStylePara elsevierViewall">This work was deemed exempt by Mayo Clinic Institutional Review Board in accordance with the Code of Federal Regulations&#44; 45 CFR 46&#46;102&#46; Authors agree with ethical code of the editors&#46;</p></span><span id="s0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0040">Funding sources</span><p id="p0115" class="elsevierStylePara elsevierViewall">The Kern National Network &#40;KNN&#41; for Flourishing in Medicine provided funding to support the travel expenses of one facilitator for the CME course in 2022 and 2023&#46; The facilitator is not one of the authors&#46;</p></span></span>"
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ISSN: 26039249
Original language: English
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