Flourishing in Medicine: From Surviving to Thriving

Our guest today is Rita Charon is a general internist and literary scholar and one of the founders of the field of narrative medicine. She completed the MD at Harvard Medical School and the PhD in English at Columbia University. She is the Bernard Schoenberg Professor of Social Medicine, Professor of Medicine, and founding chair of the Department of Medical Humanities and Ethics at Columbia University Vagelos College of Physicians & Surgeons. Her research in narrative medicine has been supported by the NIH, the NEH, and many private foundations. She authored, co-authored, or co-edited four books on narrative medicine. She lectures and teaches internationally and publishes extensively in leading medical and literary journals.

In this interview, Dr. Rita Charon discusses how early experiences with her father's medical practice inspired her to pursue a career in medicine. She also reflects on her love of literature that led to her deep dive into that field, connecting profoundly with narrative theory. This instantly enriched her medical practice by enhancing her listening skills and her ability to unearth deeper meanings in patient interactions. She highlights the importance of narrative medicine in helping health professionals cope with the emotional challenges of their work, particularly during crises like the COVID-19 pandemic, and reflects on the broader implications of narrative competency, the importance of listener trust, and the systemic challenges in healthcare that impact equitable access to care. The close reading of non-medical texts she maintains can help health professionals recognize and address structural inequities within the healthcare system. Rita emphasizes the importance of activism among clinicians and the need for providing models of activism for students of medicine while protecting clinicians from systemic pressures that erode the patient-clinician relationship. This fascinating, lively, and connecting conversation with Dr. Charon makes a compelling and inspiring call for all of us in medicine to consider a deeper literary engagement to enhance empathy and understanding in medical practice.

Guest: Rita Charon, MD, PhD

Bernard Schoenberg Professor of Social Medicine, Professor of Medicine, and founding chair of the Department of Medical Humanities and Ethics at Columbia University Vagelos College of Physicians & Surgeons

Faculty Page, Columbia University: https://sps.columbia.edu/faculty/rita-charon-md-phd

Resources/References:

Dr. Charon’s Jefferson Lecture for the National Endowment for the Humanities: https://www.youtube.com/watch?v=7yI0rdQEAj8

About Luke Fildes painting The Doctor, 1891: https://en.wikipedia.org/wiki/The_Doctor_(painting)

David Rothman Strangers at the Bedside: A History of How Law and Bioethics Transformed Medical Decision https://www.taylorfrancis.com/books/mono/10.4324/9781315130286/strangers-bedside-david-rothman

About Henry James: https://en.wikipedia.org/wiki/Henry_James

About Hans-Georg Gadamer, philosopher: https://en.wikipedia.org/wiki/Fusion_of_horizons

Emily Dickinson:

“A word is dead when it is said…” https://www.americanpoems.com/poets/emilydickinson/a-word-is-dead/

“Tell all the truth but tell it slant…” https://www.poetryfoundation.org/poems/56824/tell-all-the-truth-but-tell-it-slant-1263

Our guest today is Helen Riess, M.D. is Chief Scientist and Chairman of Empathetics. Dr. Riess is Associate Clinical Professor of Psychiatry at Harvard Medical School and Director of the Empathy and Relational Science Program at Massachusetts General Hospital. In addition, Dr. Riess is the author of The Empathy Effect and a core member of the Consortium for Research on Emotional Intelligence in Organizations (CREIO) and faculty of the Harvard Macy Institute. Dr. Riess is a psychiatrist who developed an empathy training approach based on research in the neurobiology and physiology of empathy that has been rigorously tested in pilot studies and a randomized, controlled trial at MGH. She completed her residency and Chief Residency at MGH and Harvard Medical School. Dr. Riess has devoted her career to teaching and research in the art and science of the patient-doctor relationship. Dr. Riess received her M.D. from Boston University School of Medicine and her B.A. From Wesleyan University.

In this conversation Dr. Riess shared the influence of her family's experiences as refugees from war-torn Europe, which sensitized her to trauma and resilience. Her interest in psychiatry began during medical school when she was drawn to understanding the mind and healing through narrative and empathy. While a small percentage of people lack the neural mechanisms for empathy, for most, empathy is a mutable trait influenced by their environment and mental state, and burnout among healthcare professionals diminishes their capacity for empathy, not because empathy is inherently harmful, but due to the overwhelming demands and flawed systems they work within. To address this, Dr. Riess speaks of the importance self-regulation and self-care skills, recognizing the human needs of healthcare workers, and creating supportive, empathetic organizational cultures. Helen discusses four pillars of what she describes as institutional resilience- supporting healthcare workers with safe environments, caring communication, community cohesion, and mental health normalization. The personal anecdotes she shared illustrate the profound impact of empathetic interactions, both professionally and personally, and the importance of meaningful connections for self-care and fulfillment, all reflections of her infectious passion and inspiration as well as her deep humanity.

Guest: Helen Reiss MD

Chief Scientist and Chairperson of Empathetics, Director, and Associate Clinical Professor of Psychiatry at Harvard Medical School and Director of the Empathy and Relational Science Program at Massachusetts General Hospital

LinkedIn Page: https://www.linkedin.com/in/helen-riess/

Website for Empathetics: https://www.empathetics.com/

Resources/References:

Dr. Riess’ TEDX Talk: https://www.youtube.com/watch?v=baHrcC8B4WM

The Empathy Effect: https://rb.gy/96awc2

The Consortium for Research on Emotional Intelligence in Organizations (CREIO): https://eiconsortium.org/

Riess, Helen. Institutional Resilience: The Foundation for Individual Resilience, Especially During COVID-19. Glob Adv Health Med. 2021 Apr 6;10:21649561211006728. doi: 10.1177/21649561211006728. PMID: 33889440; PMCID: PMC8040559.

About Heinz Kohut and Self-Psychology: https://en.wikipedia.org/wiki/Self_psychology

The guest for this podcast Ellen Langer, PhD, Professor of Psychology at Harvard University, a Fellow of The Sloan Foundation; The American Psychological Association, the American Psychological Society, The American Association for the Advancement of Science; Computers and Society; The Society for the Psychological Study of Social Issues; The Society of Experimental Social Psychologists. She has been awarded a Guggenheim and the Liberty Science Genius Award among many others. In addition to her many honors, she has been a guest lecturer in Japan, Malaysia, Germany, and Argentina.

Langer has had a significant influence on the positive psychology movement. Along with being known as the “mother of positive psychology” her contributions to the study of mindfulness have earned her the moniker of the "mother of mindfulness." Her work helped to presage mind/body medicine, which has been regarded by many scientists to be an important intellectual movement and one that now has "considerable evidence that an array of mind-body therapies can be used as effective adjuncts to conventional medical treatment." She has co-authored experimental research indicating a connection between time perception and wound healing.

She has published over 200 articles and academic texts, was published in The New York Times, and discussed her works on Good Morning America. Additionally, in many introductory psychology courses at universities across the United States, her studies are required reading. She is the author of numerous books including her most recent one, The Mindful Body.

In this conversation, a rich exploration unfolds of the intersection between mindfulness and healthcare, beginning with Dr. Langer’s personal journey into health studies, catalyzed by a miraculous recovery in their family. This narrative weaves through the profound influence of the mind-body connection, drawing on examples like the "Counterclockwise Study" to underscore the potential for psychological factors to significantly impact physical health. She advocates for a healthcare approach that recognizes the unity of mind and body, emphasizes the importance of mindfulness beyond meditation, and addresses the dynamic nature of health with a flexible, engaged attitude towards patient care. The discussion also highlights the challenges of conventional medicine's problem-focused approach, proposing a shift towards leveraging patients' strengths and capacities through mindful observation to variability. By illustrating how mindfulness can transform both personal experiences and professional practices, the conversation champions a healthcare paradigm that values meaningful connections and fosters an environment of non-judgment and safety, suggesting a communal shift towards a more mindful, holistic view of health and well-being.

Guest: Ellen Langer, PhD

Professor of Psychology, Harvard University

Faculty Profile: https://scholar.harvard.edu/langer/home

Website: https://www.ellenlanger.me/

LinkedIn Page: https://www.linkedin.com/in/ellenjlanger/

Book titles by Dr. Langer: see https://www.ellenlanger.me/home#book-s

This episode’s guest, Dr. Gail Gazelle, with 25 years as a practicing internist and hospice physician, combines practical, evidence-based strategies with her extensive medical and mindfulness expertise. She is a recognized figure in the media, featured in outlets like CNN, NPR, Oprah Magazine, and has been published twice in the New England Journal of Medicine as well as other leading medical journals.

Her latest book, “Mindful MD: 6 Ways Mindfulness Restores Your Autonomy and Cures Healthcare Burnout,” underscores her significant contributions to wellness. Utilizing mindfulness to become the master of the mind, she shares the keys to reducing reactivity, decreasing burnout, and restoring the true autonomy that we can all retain. Using dozens of real-life stories, she helps readers see that they don’t have to hand over their happiness to a complex and dysfunctional healthcare system.

In this podcast Dr. Gazelle shares insights into her work addressing physician burnout and fostering flourishing. Reflecting on her own journey, she discusses her initial interest in end-of-life care, shaped by complex family experiences. The conversation explores burnout roots in medical training, discussing self-critical thoughts, perfectionism, and the imposter syndrome among physicians. Dr. Gazelle advocates for mindfulness as a key tool in regaining autonomy, reconnecting with purpose, and challenging negative thought patterns. She introduces a coaching model incorporating mindfulness to help physicians find meaning and acknowledge positives, emphasizing individual empowerment and systemic healthcare challenges.

Gail defines mindfulness in terms of awareness and mind training. In addressing health professional burnout, she stresses the need to focus on present moment experiences and work with what is-how things actually are- accepting the current state in healthcare as lived reality as an honest and workable starting point for transformation. She also explores the impact of stories in our professional lives, differentiating between helpful stories that add meaning and purpose to our work and unhelpful narratives that keep us stuck with an unrealistic and unworkable view of ourselves and our situations. Finally, the conversation touches on the transformative power of flourishing in healthcare, both as a recipient of healthcare and as a provider of care to others.

Guest:

Gail Gazelle, MD

Website: www.gailgazelle.com

Email: [email protected]

LinkedIn: @gailgazelle

Facebook: facebook.com/groups/539466187211003

X: @gailgazellemd

Other resources:

Mindful MD: 6 Ways Restores Your Autonomy and Cures Healthcare Burnout- available at Amazon and free chapter download available at Dr. Gazelle’s website.

Other resources available on Dr. Gazelle’s website: The Daily Dose of Calm; Imposter Syndrome Guide; Everyday Resilience Book; Leading in a Time of Crisis; and 10 Steps to Avoid Physician Burnout

3 Minute Guided Meditation with Dr. Mick Krasner

This episode continues an investigation of medical education that began with last episode’s interview with Dr. Bonvin, now with a 4th Year Medical Student, Malayna Hocker, who shares her journey into medicine as a career and evolution as a teacher. Initially resistant to the idea of pursuing medicine due to negative childhood experiences in hospitals, she explored various paths but eventually found her way back to medicine through teaching. Inspired by her love for science and a desire to serve the community, Before entering medical school Malayna taught in challenging environments, facing issues like student violence and family difficulties.

As she navigated this non-traditional path to medical school, Malayna's teaching experiences continued to shape her perspective, as her teaching focus has evolved into an advocacy role, addressing discomfort and questioning aspects of medical culture. Malayna emphasizes the need to break the stereotypes in medicine, challenging the notion of perfection and the acceptance of toxic aspects within the profession. She believes that open conversations about challenges, doubts, and well-being are essential in reshaping the culture of medicine. Malayna also sees teaching as a means to advocate for both patients and fellow trainees, fostering a culture of empathy, understanding, and collaboration.

Malayna emphasizes the need to break the cycle of isolation and shame ingrained in medical training and advocates for fostering a culture of support and openness. She believes that finding connection and breaking out of isolation are crucial for addressing burnout in the future. Malayna expresses joy in learning, helping patients live the lives they want, and engaging in teaching. She highlights the importance of maintaining one's personhood and finding fulfillment both in and outside of the medical profession.

Guest:

Malayna Hocker, 4th Year Medical Student

University of Rochester School of Medicine and Dentistry

Other resources:

America Reads Program: existing in amny institutions of higher education, this website describes the program at Arizona State University: https://communityengagement.education.asu.edu/programs/america-reads

Shame in Medical Education:

Bynum WE 4th, Varpio L, Lagoo J, Teunissen PW. 'I'm unworthy of being in this space': The origins of shame in medical students. Med Educ. 2021 Feb;55(2):185-197. doi: 10.1111/medu.14354. Epub 2020 Sep 13. PMID: 32790934.

The Shame Conversation: A short documentary film created by Dr. Will Bynum depicting conversations about experiences with shame in healthcare.

https://www.theshamespace.com/film

This episode’s guest is Dr. Raphäel Bonvin, Vice President of Education, Section of Medicine at Université de Fribourg - Universität Freiburg and Professor of Medical Education, Fribourg, Switzerland. Raphäel discusses his journey into medicine, highlighting his initial interest in physics, biochemistry, and medicine, ultimately choosing medicine for its humanistic dimension. His early training in traditional Chinese medicine and parallel training in acupuncture and homeopathic medicine influenced his decision to continue his studies, as he recognized early on a disconnect between how he was being taught and the educational elements and approaches necessary to become a skilled physician. His interest in this topic deepened, and through a series of events, his career path turned toward a central focus on medical education. He has been an influential and effective leader in shifting the focus of assessments in medical education from knowledge-centric assessments to a system of formative assessments, ones that are designed as truly learning tools, and emphasizing the role of student reflection and the development of critical competencies beyond only knowledge and skills.

In his work at the University of Fribourg medical school, Raphäel discusses the programmatic assessment approach in medical education, emphasizing the importance of considering multiple sources of information rather than relying solely on grades. The speaker explains the concept of measuring points as pieces of information, like how we use multiple data sources in the clinical setting such as lab data, clinical interpretation, and personal experience to influence clinical decision-making. Here, multiple data points and sources are used to provide a holistic view of a student's progress. The program aims to move away from traditional grading and focus instead on providing this assessment information openly to students, with the expectation that they reflect on those data and use them to build learning plans to address key competencies necessary to be successful as a physician, including self-awareness skills and self-care.

Guest:

Raphäel Bonvin MD

Professor, Faculty of Medicine

Vice President of Education, Section of Medicine

University of Fribourg, Switzerland

PHD Candidate, Maastricht University, The Netherlands

Faculty Page, University of Fribourg

https://www.unifr.ch/med/de/section/staff/prof/people/229455/d8dea

Other resources:

Bonvin R, Bayha E, Gremaud A, Blanc PA, Morand S, Charri I, Mancinetti M. Taking the Big Leap: A Case Study on Implementing Programmatic Assessment in an Undergraduate Medical Program.Educ. Sci. 2022, 12:425. https://doi.org/10.3390/educsci12070425

Rey A, Bonvin R, Cantin B. Étudiant-e-s en médecine face à la mort: chassez le spectre, il revient au galop [Medical students facing death: death is the only certainty in life]. Rev Med Suisse. 2023 Dec 20;19(855):2399-2401. French. doi: 10.53738/REVMED.2023.19.855.2399. PMID: 38117109.

Walker M, Grandmaison G, Bonvin R, Mancinetti M. Pédagogie de l’incertitude en médecine [How To Teach Uncertainty Management]. Rev Med Suisse. 2023 Feb 8;19(813):264-266. French. doi: 10.53738/REVMED.2023.19.813.264. PMID: 36753342.

Gustin MP, Abbiati M, Bonvin R, Gerbase MW, Baroffio A. Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches. Med Educ Online. 2018 Dec;23(1):1489690. doi: 10.1080/10872981.2018.1489690. PMID: 29966510; PMCID: PMC6041782.

The guest for this podcast Ghazala Radwi MD, a hematologist and transfusion medicine specialist in Edmonton, Alberta, Canada. She also teachers widely through Canada on topics of trauma-informed leadership and Mindful Practice in Medicine. She shares here her journey into medicine, tracing it back to her early childhood influences, especially that of her father, who was a physician. From the age of four, Ghazala expressed a strong desire to become a doctor, driven by a sense of calling and a passion for healing. Her unwavering determination led her to pursue internal medicine and hematology. Reflecting on her path, she acknowledges the role of mentors and a sense of intuition, emphasizing the importance of trusting the journey.

The conversation also touches on the challenges faced by health professionals in Canada, particularly in Alberta, highlighting political turbulence, system changes, high rates of burnout, and issues related to racism and trauma within the healthcare system. The impact on physicians' well-being, including increased suicide rates, shortage of healthcare professionals, and the closure of medical facilities, paints a complex picture of the healthcare landscape in the region. Overall, the interview provides insights into Kala's personal and professional journey in medicine, as well as the broader challenges faced by healthcare professionals in Canada.

Speaking about the inevitability of encountering trauma during medical training and medical practice and advocating for a proactive approach to addressing and working with traum

Ghazal discusses the importance of transparency and context in organizations and leadership and the need for leaders to share their challenges and vulnerabilities, thus fostering a sense of connection and collaboration within healthcare teams. Exploring the themes of joy, play, and the need for intentional efforts to incorporate them into the medical field, she emphasizes the positive contribution of these qualities to teamwork and professional well-being, underscoring the human aspects of leadership, communication, and connection within organizations. Her commitment, broad experience from training in Saudi Arabia to sharing her talents and passion across Canada, and here engaging desire for supporting her colleagues led to a delightful interview that I hope you enjoy listening to.

Guest: Ghazala Radwi, MD

Hematologist, Transfusion Medicine Physician, Physician Leader, Mindfulness Practitioner, Trauma Informed Leadership. She is the Medical Lead, for Transfusion Medicine for North Sector at Alberta Precision Laboratories. She is also a Clinical Assistant Professor in the Department of Laboratory Medicine & Pathology, Faculty of Medicine & Dentistry at the University of Alberta, and the Wellness and Safety Representative on the Hematopathology Residency Committee. She collaborates with the Office of Advocacy and Wellbeing at the University of Alberta to help develop programs that support physician wellbeing.

LinkedIn Page:

https://www.linkedin.com/in/ghazala-radwi-md-7aab0881/?originalSubdomain=ca

Other mentions or references during the podcast:

WellDoc Alberta, www.welldocalberta.org

Bonobos studied in the Congo by Ethologist Isabel Behncke: https://en.wikipedia.org/wiki/Isabel_Behncke

Trauma Informed Approaches:

The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma, by Bessel van der Kolk, M.D.

Help for the Helper: Preventing Compassion Fatigue and Vicarious Trauma in an Ever-Changing World, by Babette Rothschild

Trauma-Sensitive Mindfulness: Practices for Safe and Transformative Healing

by David A. Treleaven, Willoughby Britton, et al.

The guest for this podcast was Professor of Integrative Physiology and co-director of the Graduate Program in Integrative Medicine & Health Sciences at Georgetown University Medical Center (GUMC). A graduate of Brooklyn College (CUNY), he received a PhD in Physiology from the University in Cincinnati College of Medicine, and came to Georgetown 38 years ago, after 5 years at Mayo Clinic. In 2013, he was named the Founding Director of the Center for Innovation and Leadership in Education (CENTILE) at GUMC. His research interests for over 25 years addressed renal and electrolyte homeostasis, but in the past two decades he has focused on medical education and rethinking how health professionals are trained.

Dr. Haramati has taught physiology for over 40 years and been recognized with 11 Golden Apple awards from medical and graduate students at Georgetown. In addition, he was awarded the Arthur C. Guyton Teacher of the Year award by the American Physiological Society, the Alpha Omega Alpha Robert J. Glaser Distinguished Teaching Award from the Association of American Medical Colleges (AAMC), the Master Scholar Award from the International Association of Medical Science Educators (IAMSE), and named Distinguished Educator by the GUMC Teaching Academy for Health Sciences. He chairs the Council of Faculty and Academic Societies of the AAMC and currently serves on the AAMC Board of Directors. Dr. Haramati has advocated that mindful practices together with small groups be integrated in the training of health professionals to foster resilience and improve well-being in the learning and work environments at academic health centers. He has been a visiting professor at over 100 medical schools worldwide.

In this podcast Dr. Haramati shares his unique journey from studying physiology to becoming a leader in mind-body medicine education. He initially pursued physiology due to a fascination with the science underlying medicine, having no desire to work directly in a hospital setting. Over the years, he sought mentors and eventually transitioned into a role where education became a significant focus. The pivotal moment occurred during a meeting at Harvard Medical School, where the importance of medical education in training professionals was emphasized. This realization led him to integrate mind-body medicine into the curriculum, addressing the need for a more holistic approach in medical training. The conversation also touches on the evolving landscape of medical education, including the recognition of stress and burnout and efforts by organizations like the AAMC to address these challenges.

Guest:

Aviad Haramati, PhD

Faculty Page, Johns Hopkins University:

https://centile.georgetown.edu/aviad-haramati/

Other mentions or references during the podcast:

Vanderweele TJ. On the Promotion of Human Flourishing. PNAS (2017) 114 (31): 8148-8156

Kern National Network for Flourising in Medicine. https://knncaringcharactermedicine.org/

Goleman, Daniel. What Makes a Leader. Harvard Business Review, January, 2004.

CENTILE: The Center for Innovation and Leadership in Education:

https://centile.georgetown.edu/

The guest for this podcast was Cynda Hylton Rushton, PhD, RN, FAAN, the Anne and George L. Bunting Professor of Clinical Ethics at the Berman Institute of Bioethics/School of Nursing and Professor of Nursing and Pediatrics, at the Johns Hopkins University. A clinician, educator, researcher and advocate for compassionate health care with decades of nursing experience, Dr. Rushton’s work focuses on clinical ethics, palliative and end-of-life care, particularly for children, as well as integrated organizational change and ethical leadership. She has led numerous initiatives to cultivate contemplative practices that foster awareness, inquiry and resilience in complex health care settings and to address the detrimental effects of moral distress on clinicians, patients and families. She designed, implemented and evaluated the Mindful Ethical Practice & Resilience Academy (MEPRA) for nurses and has published hundreds of articles and book chapters on related topics. Since 2001, she has served as a teacher and collaborator in Upaya’s Being With Dying Professional Training program and as core faculty in G.R.A.C.E.

Along with Roshi Joan Halifax and Al Kaszniak, she has collaborated in the development of a framework and strategies for addressing moral distress and understanding the process of moral discernment. She has received fellowships from the Robert Wood Johnson Foundation (Executive Nurse Fellow), Mind and Life Institute and Kornfeld Foundation. Currently her research focuses on the cultivation of moral resilience in response to adversity created by ethical conflicts and designing a culture that fosters ethical practice. Her book, “Moral Resilience: Transforming Moral Suffering in Healthcare” is published by Oxford University Press.

Guest:

Cynda Hylton Rushton, PhD, MSN, BSN, RN, FAAN

Faculty Page, Johns Hopkins University:

https://nursing.jhu.edu/faculty-research/faculty/directory/cynda-rushton/

About the MEPRA Program at Johns Hopkins:

https://giving.jhu.edu/story/cynda-rushton-moral-distress/

Other mentions or references during the podcast:

Upaya Zen Center Being with Dying Program:

https://www.upaya.org/social-action/being-with-dying/

Research on the MEPRA Program:

Rushton, CH, et al. Mindful Ethical Practice and Resilience Academy: Equipping Nurses to Address Ethical Challenges. Am J Crit Care (2021) 30 (1): e1–e11., https://doi.org/10.4037/ajcc2021359

Moral Resilience Book:

Rushton, CH, ed. Moral Resilience: Transforming Moral Suffering in Healthcare. Oxford University Press; 2018, doi: https://doi.org/10.1093/med/9780190619268.003.0011

Warren Reich:

Reich, WT. Speaking of suffering: a moral account of compassion. Soundings 1989 Spring;72(1):83-108.

Monica Sharma’s Conscious Full Spectrum Approach: Radical Transformational Leadership

Strategic Action for Change Agents. North Atlantic Books; 2017.

The guest for this podcast was Colin West, MD, PhD, Professor of Medicine, Medical Education, and Biostatistics at the Mayo Clinics in Rochester Minnesota, where he also serves as Director of the Mayo Clinic Program on Physician Well-Being. Dr. West's research has focused on medical education and physician well-being and has been widely published in prominent journals including Lancet, JAMA, Annals of Internal Medicine, and JAMA Internal Medicine. Dr. West's research aims to improve patient care by promoting physician well-being and reducing physician distress. Healthier physicians can provide better care and communicate more effectively. By understanding the factors that contribute to both well-being and distress, Dr. West hopes to improve health care delivery. In addition, Dr. West's studies of medical education inform national policy decisions influencing physician training, which then directly impacts the health care system and patient care.

In this interview, Dr. West discusses how his journey into medicine, initially driven by a strong intellectual curiosity about science, led him to a greater awareness of the varying levels of wellbeing among medical professionals and the importance of addressing these issues. This began a career long exploration of researching and advocating for the wellbeing of healthcare professionals, particularly physicians. This conversation underscores the humanistic aspect of medicine and the need to improve the work environment to benefit everyone in the healthcare field. His and his colleagues’ work has had significant national impact and has helped create a broader discussion on the importance of professional wellbeing in healthcare.

The discussion highlights for all of us how physician well-being and excellent patient care are interconnected, forming a virtuous cycle.

Finally, in this interview Dr. West expresses a deep understanding that our health systems and organizations face tremendous pressures, very often to simply survive and continue to carry out their mission of being a source of healthcare for their communities. However, he points out that addressing physician and health professional well-being should nevertheless be a central part of their response to these pressures.

Guest:

Colin West, MD, PhD

Faculty Page, Mayo Clinic:

https://www.mayo.edu/research/faculty/west-colin-p-m-d-ph-d/bio-00027800

Program on Physician Well-Being at The Mayo Clinic:

https://www.mayo.edu/research/centers-programs/program-physician-well-being/overview

Other mentions or references during the podcast:

“Luck is what happens when preparation meets opportunity.” Seneca

Three-part series on Teamwork in Medicine in the New England Journal of Medicine; Author- Lisa Rosenbaum, MD, February 14, 21, 28, 2019.

Danielle Ofri, MD, New York Times June 8, 2019: The Business of Healthcare Depends on Exploiting Doctors and Nurses: One resource seems infinite and free: the professionalism of caregivers.

Stiegler MP. A piece of my mind. What I learned about adverse events from Captain Sully. It’s not what you think. JAMA 2015 Jan 27; 313(4): 361-362.

Thomas LR, Ripp JA, and West CP. Charter on Physician Wellbeing. JAMA 2018 Apr 17; 319(15): 1541-1542.