Balancing Life and a Career in Medical Education

Transcription

1 Balancing Life and a Career in Medical Education Jennifer R. Kogan, MD Associate Professor of Medicine Director Undergraduate Education Department of Medicine May 15, 2013 Objectives Define an effective framework for medical school faculty who struggle with work life balance 2 Objectives Define an effective framework for medical school faculty who struggle with work life balance 3 Page 1 1

2 Worksheet Page 1 Rate your current work-life balance. Thinking about as many aspects of your work as you can, list 5 things that, if they were different, would help you achieve improved work/life balance. Thinking about as many aspects of your personal life as you can, list 5 things that, if they were different, would help you achieve improved work/life balance. 4 What are Common Issues Confronting Medical School Faculty in Balancing Life and Career Demands? 5 National sample US physicians (n=7288) Probability sample U.S. working adults (n=3442) 45.8% of physicians reported at least one symptom of burnout Driven by high emotional exhaustion and depersonalization scores Shanefelt TD Arch Intern Med. 2012;172(18): Page 2 2

3 Work schedule leaves me enough time for my personal and/or family life Shanefelt TD Arch Intern Med. 2012;172(18): Physicians at Risk Compared to population, physicians have more Burnout symptoms (37.9% vs. 27.8%) Work-life balance dissatisfaction (40.2% vs %) Conclusions about problem Not just personal characteristics of a few susceptible individuals Rooted in environment and care delivery system Strategies Organizational and individual Shanefelt TD Arch Intern Med. 2012;172(18): Objectives Organizational interventions Individual interventions Define an effective framework for medical school faculty who struggle with work life balance 9 Page 3 3

4 Objectives Organizational interventions Individual interventions Define effective framework for medical school faculty who struggle with work life balance 10 Control Physician influence over work environment Order Efficient office design and high quality staff Meaning Satisfaction with clinical and human aspect of care Dunn PM et al. J Gen Intern Med. 2007;22(11): Meaningful g u work Autonomy and flexible scheduling Culture that values and encourages life outside work Culture of wellness Shanafelt TD et al. Minnesota Medicine Page 4 4

5 Objectives Organizational interventions Individual interventions Define an effective framework for medical school faculty who struggle with work life balance 13 Individual Tips 1. Build downtime into your schedule for an activity you enjoy 2. Track your time Drop or delegate activities you don't enjoy, can't handle, or sap your time Rethink your errands 3. Get moving, eat healthy, get enough sleep Individual Tips 4. Take advantage of your options 5. Learn to say no 6. Bolster your support system 7. Leave work at work balance/wl00056/nsectiongroup=2 15 Page 5 5

6 Know Your Preferred Behavior Work Life Balance Work Life Integration Separator Cycler Integrator 16 Time Management Skills To do lists Prioritize your day in advance Thought intensive in am, labor intensive in pm 10 minute rule for dreaded tasks Be realistic estimating time Set deadlines Limit distractions (i.e. ) 17 Individual Tips Embed research in what you are already doing Collaborate Delegate 18 Page 6 6

7 Objectives Define an effective framework for medical school faculty who struggle with work life balance 19 Solutions Are Not One Size Fits All What does a perfect life-work balance mean to you? 20 Workshop Activity Explore a specific issue preventing you from getting closer to your ideal work life balance Identify Strengths/resources/tactics that will get you closer to your ideal Barriers/challenges that are preventing you from obtaining your ideal Develop concrete plan designed to move you closer to your ideal that you will try out in the next 3 to 6 months 21 Page 7 7

8 May the Force be With You (or Against You) "An issue is held in balance by the interaction of two opposing sets of forces - those seeking to promote change (driving forces) and those attempting to maintain the status quo (restraining forces)". Kurt Lewin 22 Force Field Analysis 23 IDEAL I have one full day at work set aside for scholarly activity Restraining My position is funded by my administrative work Administrative work gives me visibility in the institution I have more power in my admin role than in my junior scholarly role CURRENT I have many administrative responsibilities so I fit in scholarly activity when possible at work-> less scholarly productivity at work and the need for more scholarly productivity during family time DRIVING I love doing scholarly work Scholarly work will advance my career I want to be recognized as a scholar WORST I have no time for scholarly activity at work, so do it at home on most nights and week-ends. 24 Page 8 8

9 IDEAL Spend six hours of quality time with my children every week in a shared activity. Restraining My children are busy with schoolwork in the evening I often have to take work home on weekends My children s weekend schedules take them away from the house CURRENT Most of the time I spend with my kids is doing homework or driving them to activities DRIVING Find more organized activity to do with kids on the weekend Manage my weekday to get more work done during the day Make an effort to schedule kid s school activities in my calendar WORST My children and I lead separate lives, like ships passing in the night 25 Addressing Opposing Forces Tendency is to try harder BUT Using only driving forces will increase tension on restraining forces and create more resistance More effective way to reach your goal Modify or eliminate one or more of your restraining forces 26 Worksheet Page 2/3 Review page 1 of your worksheet Choose the ONE thing that, if you changed it, would have the greatest impact. For that one issue write down Page 9 9

10 #2. IDEAL #6 Pick One Restraining #5. #1. CURRENT DRIVING #4. #3. WORST 28 Your SMART Action Plan Write a plan of what you need to do to eliminate or modify the restraining force Specific Measurable Attainable Realistic Timely 29 Dyads Person 1 Share your worksheet (5 minutes) Get feedback (5 minutes) Person 2 Share your worksheet (5 minutes) Get feedback (5 minutes) 30 Page 10 10

11 Reflections Use colleagues as resources Different divisions or departments Check in every few months 31 Better learn balance. Balance is key. Mr.Miyagi The Karate Kid 32 Acknowledgements Lucy Tuton PhD Stephanie Abbuhl MD 33 Page 11 11