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A new wellness model supports resident well-being in graduate medical education (GME) programs. This collaborative approach offers a curriculum, peer support, and community of practice, addressing key challenges in GME trainee well-being.

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Area of Science:

  • Medical Education
  • Public Health
  • Psychology

Background:

  • Graduate medical education (GME) programs face challenges in supporting trainee well-being, particularly in resource-limited settings.
  • The California Oregon Medical Partnership to Address Disparities in Rural Education and Health (COMPADRE) identified resident well-being as a critical priority.
  • Smaller or financially strained hospital systems often struggle to identify and implement effective wellness resources for residents.

Purpose of the Study:

  • To develop a portable, collaborative wellness programming model for GME leaders.
  • To support and enhance trainee well-being within GME programs.
  • To create a sustainable framework for addressing resident wellness needs.

Main Methods:

  • A needs assessment was conducted with 31 GME programs, including rural and urban sites.
  • A wellness collaborative model was developed, incorporating a curriculum, peer support training, and a community of practice (CoP).
  • A focus group evaluated the impact of the peer support training and CoP among participating GME programs.

Main Results:

  • The wellness collaborative model included four modules: narrative reflection, belonging, mental health, and sense of purpose.
  • An average of 10 out of 31 GME programs participated in the wellness offerings.
  • Participant feedback indicated a strong desire to sustain the program beyond the grant period.

Conclusions:

  • An adaptable, collaborative wellness model was successfully developed to meet GME program needs.
  • The model provided a wellness curriculum, peer support training, and a community of practice.
  • The developed model effectively addressed trainee well-being challenges in graduate medical education.