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Defying gravity: moving from a scarcity mindset toward sustainability.

Amy H Farkas1, Rachel Bonnema2, Anna K Donovan3

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Medical educators face resource scarcity, but can foster sustainability by adapting mindsets and improving institutional collaboration. Focusing on controllable actions and advocating for clinical education

Keywords:
academic medicineclinician educatorsmedical educationprofessional developmentscarcity

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Area of Science:

  • Medical Education
  • Academic Medicine
  • Clinician Educators

Background:

  • Medical education faces resource scarcity, impacting academic medicine and clinician educators.
  • A scarcity mindset can negatively affect the learning environment for both educators and learners.
  • The core objective of developing high-quality physicians remains paramount despite these challenges.

Purpose of the Study:

  • To outline strategies for promoting sustainability in medical education amidst resource scarcity.
  • To identify individual and institutional approaches to mitigate scarcity mindsets and optimize resource utilization.

Main Methods:

  • This Scholarly Perspective analyzes challenges in medical education.
  • It proposes actionable strategies at both individual and institutional levels.
  • Focuses on mindset adaptation, boundary setting, collaboration, and advocacy.

Main Results:

  • Individual clinician educators can enhance sustainability by controlling decisions, automating tasks, setting boundaries, and reconnecting with their core motivations.
  • Institutional initiatives include interinstitutional collaboration, workforce development, and leveraging educational specialists.
  • Strong relationships with leadership and advocacy are crucial for resource investment.

Conclusions:

  • Clinician educators and institutions can promote sustainability by implementing individual coping mechanisms and systemic changes.
  • Optimizing resource use and fostering collaboration are key to navigating scarcity.
  • Advocating for clinical education's value is essential for academic medicine's future.