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Am J Obstet Gynecol. 2019 Dec;221(6):542-548. doi: 10.1016/j.ajog.2019.05.012. Epub 2019 Jun 7.

To the Point: a prescription for well-being in medical education.

Author information

1
University of Ottawa, Ottawa, ON, Canada. Electronic address: lahopkins@toh.ca.
2
University of Michigan, Ann Arbor, MI.
3
Virginia Commonwealth University, Inova Campus, Falls Church, VA.
4
University of Oklahoma Health Sciences Center, Oklahoma City.
5
The Robert Larner, MD, College of Medicine at the University of Vermont, Burlington, VT.
6
Touro College of Osteopathic Medicine-Harlem, New York, NY.
7
Loyola University Chicago, Stritch School of Medicine, Maywood, IL.
8
Women & Infants Hospital of RI- Division of Urogynecology, Providence, RI.
9
Cleveland Clinic South Pointe Hospital, Cleveland, OH.
10
University of Texas Health Science Center, San Antonio, TX.
11
UMDNJ-Robert Wood Johnson-New Brunswick, New Brunswick, NJ.
12
Carolinas Medical Center, Charlotte, NC.

Abstract

This article is from the "To The Point" series prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee. The purpose of this review was to provide an overview of the importance of well-being in medical education. A literature search was performed by a Reference Librarian who used Ovid/MEDLINE to identify scholarly articles published in English on learner well-being, using the search terms "burnout," "resilience," "wellness," and "physicians" between 1946 and January 11, 2019. The accreditation expectations and standards, available assessment tools for learner well-being, existing programs to teach well-being, and some key elements for curriculum development are presented. This is a resource for medical educators, learners, and practicing clinicians from any field of medicine.

KEYWORDS:

assessment tool; curriculum; medical education; well-being

PMID:
31181180
DOI:
10.1016/j.ajog.2019.05.012
[Indexed for MEDLINE]

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