Medical Student Burnout: An Unmet Need

Burnout interventions show promise^1–6, the reality is that burnout remains. The weaknesses of existing efforts include the fact that they are:

Not focused on the unique challenges of the migration of the learning environment from academic to clinical. Individual-focused interventions place minimal emphasis on preparing students for the reality of the clinical environment that will become their lifelong experience. The limited value of the above interventions may be due to this crucial missing element. Other than sporadic real-world exposure to the clinical environment, students are generally left to adjust to the challenges of clinical training via rapid transition from traditional studies to patient care-based instruction.
Not consistently applied across or within institutions in contrast to a solution that can be deployed consistently and reliably across the entire realm of student learners, independent of their affiliation.
Lacking in terms of recognizing the role of alcohol use as an ineffective coping strategy despite the common misuse of alcohol in burned-out medical students⁷^–10 and a rate of alcohol use almost twice that of non medical students¹⁰.
Public, a significant hindrance for a population that may be suffering from social isolation, emotional exhaustion, self-doubt, depression, and possible struggles with alcohol and other substance use.
Competing with other time demands, both academic and relational, versus a solution that can be pursued at the convenience and availability of the student.
Not tailored to the unique needs of the individual. Students identified a variety of self-care interventions in the realms of social engagement, physical health, and psychological health with widely varying needs and desires; their preference was not programmatic activities¹¹.
Passive and lacking engagement versus an interactive experience supporting exploration, challenge, “replay” opportunity, experiential learning, and achievement.
Generic to the individual and unable to provide tailored feedback to establish change strategies and to guide the student to resources that support unique needs.
Not designed to meet the unique needs of women and minorities. As an example, minority medical students may see greater stress reduction from sleep quality promotion¹². And, women medical students experience higher benefit from stress reduction in terms of quality of life, yet self-care efforts may have less of an impact¹³.

References

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