Does teaching Optimism lower Burnout in residency training- a pilot study

• Published in: Journal of community hospital internal medicine perspectives 2021-07, Vol.11 (4), p.429-432
• Main Authors: Kim, Daniel I., Loo, Lawrence K., Garrison, Roger C., Motabar, Ali, Yu, Minho, Nathaniel, Brandon, Ulrich, Michael T., Skoretz, Lynnetta, Jafari, Jasmine, Calzia, Megan, Gilmore, Mariam, Firek, Anthony
• Format: Article
• Language: English
• Subjects: Burnout; Curricula; Evaluation; happiness; Intervention; Medical education; Medical Education/Medical Student; Medical personnel; Optimism; Polls & surveys; Risk; Risk reduction; Statistical analysis; Training; Well being
• ISSN: 2000-9666; 2000-9666
• DOI: 10.1080/20009666.2021.1910408

Background: Residents frequently experience burnout. Multiple interventions to decrease the risk of burnout have had inconsistent results. In non-medical settings, improving optimism promotes a positive outlook and enhances well-being. Thus, psychological interventions that improve optimism could have potential to decrease the risk for burnout. Objective: Using Lazarus' Ways of Coping as an organizational framework, this intervention sought to evaluate the impact of an optimism curriculum on residents' burnout. Methods: Thirty-six Internal Medicine residents participated in an optimism improvement program from November 2019 to April 2020. We determined pre- and post-curriculum measures of optimism, happiness, and burnout with validated surveys. The Optimism Curriculum was comprised of three one-hour long sessions, which included lectures, group and self-reflective exercises. A post - curriculum evaluation rating the effectiveness of the program was administered separately. Results: Thirty-four out of thirty-six residents completed the post curricular surveys. Individuals with low optimism scores had a higher score for burnout compared to those with higher optimism scores. The post-intervention survey showed numerical improvement in optimism, happiness and burnout, although these changes were not statistically significant. The post-intervention survey showed a decrease in the measure of burnout; however, this was not significant (p = 0.24) with an effect size of 0.34 (Cohen's d). Conclusions: Teaching optimism to residents with the objective of decreasing the risk of burnout is feasible and easily integrated into residency education sessions. The encouraging results of this pilot study lay the foundation for additional studies and suggest a practical role for implementing optimism curricula in residency training programs.