Commentary

Medical student distress: A call to action

Liselotte (Lotte) Dyrbye, Tait D. Shanafelt

Research output: Contribution to journalArticle

39 Citations (Scopus)

Abstract

Studies have found a high prevalence of psychological distress among medical students both in the United States and abroad. Distress among medical students has serious professional ramifications, including damaging effects on empathy, ethical conduct, and professionalism, as well as personal consequences such as substance abuse, broken relationships, and suicidal ideation. Given the effect of physician distress on quality of care, self-care (including personal appraisal of well-being, wellness promotion, and recognition of when help is needed) should be recognized as a core competency for physicians. In this issue of Academic Medicine, investigators at the Northwestern University Feinberg School of Medicine explore the benefits of teaching students to employ a cognitive behavioral approach to improving self-care. Beyond its demonstrated short-term efficacy, the approach they propose also has potential to help students develop the skills necessary to assess and promote resilience throughout their careers. Medical schools' responsibility to promote student wellness, however, goes beyond teaching students self-care skills and includes establishing an appropriate organizational culture and learning environment to promote student health. Achieving competency in self-care is a shared responsibility of the individual physician/resident/medical student and the organizational environment in which he or she functions.

Original languageEnglish (US)
Pages (from-to)801-803
Number of pages3
JournalAcademic Medicine
Volume86
Issue number7
DOIs
StatePublished - Jul 2011

Fingerprint

Medical Students
medical student
Self Care
Students
physician
Physicians
student
Teaching
Medicine
medicine
Organizational Culture
Suicidal Ideation
responsibility
Quality of Health Care
learning organization
organizational culture
Medical Schools
empathy
substance abuse
school

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Commentary : Medical student distress: A call to action. / Dyrbye, Liselotte (Lotte); Shanafelt, Tait D.

In: Academic Medicine, Vol. 86, No. 7, 07.2011, p. 801-803.

Research output: Contribution to journalArticle

Dyrbye, Liselotte (Lotte) ; Shanafelt, Tait D. / Commentary : Medical student distress: A call to action. In: Academic Medicine. 2011 ; Vol. 86, No. 7. pp. 801-803.
@article{18255b9a810a4d2198a08ce3395997f0,
title = "Commentary: Medical student distress: A call to action",
abstract = "Studies have found a high prevalence of psychological distress among medical students both in the United States and abroad. Distress among medical students has serious professional ramifications, including damaging effects on empathy, ethical conduct, and professionalism, as well as personal consequences such as substance abuse, broken relationships, and suicidal ideation. Given the effect of physician distress on quality of care, self-care (including personal appraisal of well-being, wellness promotion, and recognition of when help is needed) should be recognized as a core competency for physicians. In this issue of Academic Medicine, investigators at the Northwestern University Feinberg School of Medicine explore the benefits of teaching students to employ a cognitive behavioral approach to improving self-care. Beyond its demonstrated short-term efficacy, the approach they propose also has potential to help students develop the skills necessary to assess and promote resilience throughout their careers. Medical schools' responsibility to promote student wellness, however, goes beyond teaching students self-care skills and includes establishing an appropriate organizational culture and learning environment to promote student health. Achieving competency in self-care is a shared responsibility of the individual physician/resident/medical student and the organizational environment in which he or she functions.",
author = "Dyrbye, {Liselotte (Lotte)} and Shanafelt, {Tait D.}",
year = "2011",
month = "7",
doi = "10.1097/ACM.0b013e31821da481",
language = "English (US)",
volume = "86",
pages = "801--803",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "7",

}

TY - JOUR

T1 - Commentary

T2 - Medical student distress: A call to action

AU - Dyrbye, Liselotte (Lotte)

AU - Shanafelt, Tait D.

PY - 2011/7

Y1 - 2011/7

N2 - Studies have found a high prevalence of psychological distress among medical students both in the United States and abroad. Distress among medical students has serious professional ramifications, including damaging effects on empathy, ethical conduct, and professionalism, as well as personal consequences such as substance abuse, broken relationships, and suicidal ideation. Given the effect of physician distress on quality of care, self-care (including personal appraisal of well-being, wellness promotion, and recognition of when help is needed) should be recognized as a core competency for physicians. In this issue of Academic Medicine, investigators at the Northwestern University Feinberg School of Medicine explore the benefits of teaching students to employ a cognitive behavioral approach to improving self-care. Beyond its demonstrated short-term efficacy, the approach they propose also has potential to help students develop the skills necessary to assess and promote resilience throughout their careers. Medical schools' responsibility to promote student wellness, however, goes beyond teaching students self-care skills and includes establishing an appropriate organizational culture and learning environment to promote student health. Achieving competency in self-care is a shared responsibility of the individual physician/resident/medical student and the organizational environment in which he or she functions.

AB - Studies have found a high prevalence of psychological distress among medical students both in the United States and abroad. Distress among medical students has serious professional ramifications, including damaging effects on empathy, ethical conduct, and professionalism, as well as personal consequences such as substance abuse, broken relationships, and suicidal ideation. Given the effect of physician distress on quality of care, self-care (including personal appraisal of well-being, wellness promotion, and recognition of when help is needed) should be recognized as a core competency for physicians. In this issue of Academic Medicine, investigators at the Northwestern University Feinberg School of Medicine explore the benefits of teaching students to employ a cognitive behavioral approach to improving self-care. Beyond its demonstrated short-term efficacy, the approach they propose also has potential to help students develop the skills necessary to assess and promote resilience throughout their careers. Medical schools' responsibility to promote student wellness, however, goes beyond teaching students self-care skills and includes establishing an appropriate organizational culture and learning environment to promote student health. Achieving competency in self-care is a shared responsibility of the individual physician/resident/medical student and the organizational environment in which he or she functions.

UR - http://www.scopus.com/inward/record.url?scp=79960362555&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79960362555&partnerID=8YFLogxK

U2 - 10.1097/ACM.0b013e31821da481

DO - 10.1097/ACM.0b013e31821da481

M3 - Article

VL - 86

SP - 801

EP - 803

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 7

ER -