I learned to trust my own discomfort as an indicator of the toxic power dynamics that breed abuse for both patients and health workers. I became even more attuned to the pitfalls of professionalism because of my membership in Put People First! PA (PPF-PA), a human rights organization made up of working-class people building power to win universal health care.
My own experience has felt a bit like wading through a swamp of hysteria, grief, misinformation and lack of leadership (locally and globally) while attempting to find clarity in the mire. This has unintentionally prompted me to re-evaluate my own toolkit of coping mechanisms and the ways in which I can maintain my own semblance of sanity. Whether you are feeling overwhelmed, anxious, scattered or even just bored, listless, or helpless. I hope that one or more of these cognitive approaches can be helpful.
The Collective for Resident Rights at Yale wrote the following list of demands, under our rights as medical trainees, related to the COVID era. It is time to organize. Our collective voice cannot be silenced.
As a program director, I am worried about my trainees who are already challenged with the usual stressors of graduate medical education (GME). This new illness is threatening to upend and disrupt our program in ways that I cannot even imagine, and therefore cannot plan for.
Residency is a challenging time plagued by long hours, overwhelming clinical service loads, escalating documentation requirements, and inadequate resources for support. A recently published study in the New England Journal of Medicine illustrates how mistreatment in the training environment takes an additional toll on medical trainees.
On October 16, 2019, our collective of health care workers at Yale University disrupted the meeting of the Graduate Medical Education Committee. Heads turned and followed us to the front of the lecture hall, where we unfurled our banner declaring “Doctors are Humans Too.”
During residency, do you ever stop to think why you wanted to become a doctor? What were your reasons? I wish I could remember mine. I could have pursued so many other careers. I used to be a director of a non-profit organization, helping individuals from low socioeconomic backgrounds attain technical skills. I do not recall being at my current level of mental, emotional and physical dysfunctionality while working that job.
Last week, the resident physicians and fellows of the University of Washington collectively decided to walk off the job for a 15-minute “unity break” in protest of unacceptable working conditions and stalled contract negotiations.
In my first post in this two-part series, I presented an argument for why physicians and administrators need to work together to develop small-scale interventions to bring meaning to medicine while we continue to push for larger systemic change. In this post, I will explore some effective (and some less effective) themes for interventions for residents.
Of all the fulfilling and purposeful vocations to pursue, we’ve ended up trying to find our footing in the vast and ever-changing maze of medicine. Propelled by some combination of privilege, perseverance, and circumstance, we became doctors — many of us with the noble drive to heal and support other humans through the physical and spiritual struggles of life.
I am very pleased to welcome you all to a new academic year at the esteemed institution at which you find yourself, perhaps somewhat unexpectedly, thanks to the Match. Late June is always somewhat bittersweet, but it is a simultaneously exciting time in the academic year.
After reading the title of this article, you may think that I am one of those hospital higher-ups trying to peddle “social hour” as a miraculous cure for burnout rather than an ineffective band-aid on a broken system. I can assure you, I am not. I am one of the residents on the front lines.
Emily Levoy, MD (2 Posts)
Resident Physician Contributing Writer
University of Massachusetts Medical School
Emily is a third-year Internal Medicine/Pediatrics resident and Clinical Chief Resident at the University of Massachusetts Medical School. She has undergone teacher training with the Center for Mindfulness and has applied her mindfulness training to her work in the hospital. She is interested in medical education, hospital medicine, and palliative care.