Active Resilience Training

Over the course of their training, medical students face several key inflection points. These transitions often create physical and psychological strain that can hamper performance and increase the risk of burnout. The ART in Medicine curriculum seeks to measure baseline resilience and coping strategies, provide curriculum to address key pillars of psychological and physical resilience, and track metrics over time to hone the program. ART in Medicine places an emphasis on a triad of attitudes, beliefs, and behaviors that can be integrated into daily life so that the instruction becomes part of a student’s routine.

Why Choose The ART in Medicine Program

Potential benefits include decreased burnout risk, increased situational control, and enhanced performance. There may also be marketing benefit in terms of providing a potential enhancement to a residency application.

Outcomes

Increase awareness of resilience as an essential skill for success in medical education.
Develop a sustainable training program that will not only assess current levels of resilience in the medical student body but also provide training-level-appropriate instruction.
Assist participants in developing a sustainable skillset to address potentially adverse events during medical school and residency.

Curriculum Overview

Our curriculum is comprised of six teaching modules, student assesment and evaluation.

Proposed Teaching Tool

Six modules

Introduction to resilience: perceived definition, historical context
Emotional Resilience: the ability to identify and address negative emotions, modulate response to stress, and recognize emotional “choke points” that inhibit personal and professional growth.
Cognitive Resilience: the ability to maintain concentration/focus, identify alternative pathways to address complex problems, and maintain objectivity after failure.
Spiritual Resilience: the ability to maintain a sense of self-worth, act purposefully in accordance with a set of values, and derive meaning from potentially-adverse events.
Physical Resilience: the ability to create patterns of physical well-being conducive to maximize performance and respond to potentially-adverse events.
Practicing Resilience: a summative module to combine previous five topics with experiential learning (often a simulation).

Student Assessment

Student participation in discussions
Preparation for, and performance in, student-facilitated session.

Curriculum Evaluation

BRS (Brief Resilience Scale) a "trait" survey and should not be mutable by the course but rather serve as a baseline.
BRCS (Brief Resilience Coping Score) a "state" survey which should be mutable by the course
Student survey on Survey Monkey administered at 1, 6, 12 months to assess if the course met its stated objectives and to gauge which resilience tools students use (and how often).

Value of the Program

How to Apply

At present, students send the Course Director an email of interest and program slots are filled on a first-come, first-served basis.
Two rotations per year (one July/August-December, one Dec/Jan-May)

There is a plan for a transition to a brief Letter of Interest with a more formal evaluation for selection.

Technology Transfer and Commercialization

Research Focus Areas

Translation to Care

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