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Integrating Well-Being Into a Health Systems Science Curriculum.

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    Integrating health system science (HSS) with well-being training improved resident knowledge and skills. This curriculum enhancement fostered systems thinking and teamwork, positively impacting trainee well-being and recognizing systemic influences.

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    Area of Science:

    • Medical Education
    • Health Systems Science
    • Graduate Medical Education

    Background:

    • The Quadruple Aim includes provider well-being, yet health system science (HSS) and well-being are often taught separately in graduate medical education.
    • A gap exists in integrating these crucial components, hindering a holistic approach to healthcare improvement.

    Purpose of the Study:

    • To integrate well-being into a health system science (HSS) curriculum.
    • To evaluate the impact of this integrated curriculum on trainee HSS knowledge, attitudes, well-being, and learning pedagogy.

    Main Methods:

    • A mixed-methods study was conducted at Oregon Health & Science University.
    • Quantitative data included self-assessed QI proficiency and burnout assessments (Mini-Z).
    • Qualitative data involved interviews with residents 6 to 18 months post-completion.

    Main Results:

    • Residents showed significant improvement in self-assessed Quality Improvement (QI) proficiency.
    • Qualitative data revealed sustained systems thinking, improved empathy, and a sense of programmatic support.
    • Participants recognized systemic factors affecting well-being, though burnout levels remained unchanged.

    Conclusions:

    • An integrated HSS and well-being curriculum enhances trainees' understanding of systems' impact on multiple domains, including their own well-being.
    • Trainees developed longitudinal skills in systems thinking, teamwork, error reporting, and well-being.
    • This integrated approach supports a more comprehensive and effective medical education model.