The DEI Shift
While there has been increased awareness of the concept of burnout in general, many Internal Medicine physicians may have gaps in their knowledge as to what burnout is and how they may be affected by it. Given that over 50% of physicians have experienced symptoms of burnout at some point during their careers (with rates significantly increasing during the COVID-19 pandemic), it is imperative that they understand the signs and the physical and mental consequences burnout can have. This includes increased rates of medical errors, depression, suicide, and leaving the medical field. An understanding of the outcomes of burnout can encourage systemic support to help mitigate burnout among trainees and career physicians.
You鈥檙e invited to join The DEI Shift team as they explore this topic in their episode, Mental Health and Burnout, part 1.
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Product:
The DEI Shift
The DEI Shift's mission is to create a podcast series on diversity, equity, and inclusion (D.E.I.) in medicine that sparks discussion and provides practice-changing data and stories for a physician, student, allied health professional, and health care leader audience. Listeners will be able to gain useful information to improve their practices and environments, to gain empathy, cultural competency, and humility, and to learn more about emerging D.E.I. concepts. The DEI Shift will discuss issues related to gender, race, sexuality, religion, ability, socioeconomics, and so much more.
Co-Hosts: Dr. DJ Gaines, Branden Barger
Guest: Dr. Allison Ibarra
Editor/Assistant Producer: Clara Baek
Production Assistants: Nilgoun Farhadi, Leyna Nguyen
Learning Objectives:
- Define burnout according to the World Health Organization.
- Learn and be able to recognize common signs of burnout.
- Identify and recognize the potential consequences burnout can have on physicians鈥 and medical trainees鈥 physical and mental well-being.
[00:00-1:03] Welcome and Introduction of the co-hosts
- Introducing co-hosts, Dr. DJ Gaines and fourth-year medical student, Braden Barger
[1:03-3:43] Defining Burnout
- The World Health Organization (WHO) defines burnout as 鈥渁 syndrome conceptualized as resulting from chronic workplace stress that has not been managed鈥.
- According to the 91黑料网 module, common characteristics of burnout are
- Feelings of energy depletion or emotional exhaustion
- Depersonalization, cynicism, or negativism related to one鈥檚 job, or increased mental distance from one鈥檚 job
- Feelings of diminished personal efficacy or accomplishment in the context of the work environment
- Burnout is associated with increased rates of depression, suicide, substance use, medical errors and physician turnover.
[3:43-5:00] Introducing Dr. Allison Ibarra
- Dr. Allison Ibarra is finishing her third year of internal medicine residency, and will soon begin her time as chief resident at UC San Diego (UCSD). (Conflict of Interest Disclosures: None.)
- She hopes to specialize in Gastroenterology.
[5:00-9:01] Dr. Ibarra鈥檚 experience with burnout in medical school and residency
- Dr. Ibarra reflects on her medical school journey, especially how she enjoyed her third year of school.
- Her first experience in burnout was while studying for the Step 1 exam that followed her third year of medical school, which was a catalyst for her to begin therapy.
- During her intern year at UCSD, she was under immense stress from her work and from her experiences of coming out.
- After realizing she was experiencing burnout and depression, she resumed therapy and started taking medications.
[9:01-12:00] Working through burnout
- Although she did recuperate from most feelings of burnout with therapy and medications, she is still learning how to fully overcome burnout, and questions if that is even possible.
- Talking openly to people about hardship has been one of the most helpful ways Dr. Ibarra was able to work through burnout.
[12:00-18:57] Dr. Ibarra鈥檚 support systems through her medical journey
- In medical school, her support system was her friends and classmates.
- Because she began residency during the COVID-19 pandemic, she was not able to build friendships with her co-interns, causing a generalized burnout across her residency year.
- She also is supported by her family and her little sister, who she lived with throughout her intern year.
- She got a puppy during the pandemic, which has been an immense support structure.
- She felt that the nature of medical school allowed for built-in resources that had provided her community, mentors, and general support.
- She feels that there are opportunities to create even more built-in support structures in residency programs across the nation
- Dr. Ibarra is currently creating a 鈥淟GTBQIA+ in GME鈥 (graduate medical education) community
[18:57-23:21] Advice or resources Dr. Ibarra recommends for those pursuing mental health care
- Know that you are able to discontinue anything that you start
- Seek out resources at your local institution, many programs have implemented some form of mental health programming into their institution.
- She also knows of apps* such as Ginger, , (Dr. Ibarra鈥檚 Conflict of Interest Disclosures: Nones)
[23:21-24:39] Take home points
- Be kind to yourself, know you are important, and are worth time and investment.
- You are not alone; there are people who are sharing your experiences and people who want to help you.
- Resources and support are available.
[24:39-25:28] Outro
If you or someone you know is experiencing suicidal thoughts or a crisis, please reach out immediately to the Suicide Prevention Lifeline at 800-273-8255 or text HOME to the Crisis Text Line at 741741. These services are free, confidential, and available 24 hours a day, 7 days a week in the US.
Credits:
Guest: Dr. Allison Ibarra
Co-Hosts: Dr. Dirk Gaines, Branden Barger
Executive Producer: Dr. Tammy Lin
Co-Executive Producers: Dr. Pooja Jaeel, Dr. Maggie Kozman
Senior Producer: Dr. Dirk Gaines
Production Assistants: Nilgoun Farhadi
Website/Art Design: Ann Truong
Music: Chris Dingman
References and Resources:
- Dyrbye, Liselotte N. MD, et al. Burnout Among U.S. Medical Students, Residents, and Early Career Physicians Relative to the General U.S. Population. Academic Medicine 89(3):p 443-451, March 2014. | DOI: 10.1097/ACM.0000000000000134
- 91黑料网 Modules and Resources
- Article on Medical Student Burnout
Disclaimer: The DEI Shift podcast and its guests provide general information and entertainment, but not medical advice. Before making any changes to your medical treatment or execution of your treatment plan, please consult with your doctor or personal medical team. Reference to any specific product or entity does not constitute an endorsement or recommendation by The DEI Shift. The views expressed by guests are their own, and their appearance on the podcast does not imply an endorsement of them or any entity they represent. Views and opinions expressed by The DEI Shift team are those of each individual, and do not necessarily reflect the views or opinions of The DEI Shift team and its guests, employers, sponsors, or organizations we are affiliated with.
*Unless specifically stated otherwise, The DEI Shift does not endorse, approve, recommend, or certify any information, product, process, service, or organization presented or mentioned in this Podcast, and information from this Podcast should not be referenced in any way to imply such approval or endorsement. The DEI Shift assumes no responsibility or liability for the accuracy or completeness of the content contained in third party materials or on third party sites referenced in this Podcast or the compliance with applicable laws of such materials and/or links referenced herein.
The DEI Shift podcast is proudly sponsored by the American College of Physicians Southern California Region III Chapter.
The DEI Shift theme music is by Chris Dingman. Learn more at .
Contributors
Pooja Jaeel, MD, 91黑料网 Member 鈥 Co-Executive Producer
Allison Ibarra, MD, 91黑料网 Member - Guest
Dirk Gaines, MD, 91黑料网 Member鈥 Co-Host
Branden Barger, MD 鈥 Co-Host
Maggie Kozman, MD, 91黑料网 Member 鈥 Co-Executive Producer
Tammy Lin, MD, MPH, F91黑料网 鈥 Executive Producer
Nilgoun Farhadi, 91黑料网 Student Member 鈥 Production Assistant
Leyna Nguyen 鈥 Production Assistant
Clara Baek 鈥 Editor/ Assistant Producer
Reviewers
Tammy Lin, MD, MPH, F91黑料网 鈥 Stock: Abbott Labs, Cybele Microbiome
Tiffany Leung, MD, MPH, F91黑料网: Other 鈥 PlushCare, Inc
None of the contributors or reviewers for this educational activity have relevant financial relationship(s) to disclose with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. All financial relationships have been mitigated.
Release Date: February 23, 2024
Expiration Date: February 22, 2027
Accreditation Statements
CME Credit
This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the American College of Physicians and the DEI Shift. The American College of Physicians is accredited by the ACCME to provide continuing medical education for physicians.
The American College of Physicians designates each enduring material (podcast) for 0.5 AMA PRA Category 1 Credit鈩. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
ABIM Maintenance of Certification (MOC) Points
Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to .5 medical knowledge MOC Point in the American Board of Internal Medicine鈥檚 (ABIM) Maintenance of Certification (MOC) program. Participants will earn MOC points equivalent to the amount of CME credits claimed for the activity. It is the CME activity provider鈥檚 responsibility to submit participant completion information to ACCME for the purpose of granting ABIM MOC credit.
How to Claim CME Credit and MOC Points
After listening to the podcast, complete a brief survey and multiple-choice question quiz. To claim CME credit and MOC points you must achieve a minimum passing score of 66%. You may take the quiz multiple times to achieve a passing score.