Death, burnout, admin tasks & medical education

My studies on physician coaching are progressing; it's becoming a wonderful journey as I'm learning so much more about the healthcare world, so I wanted to share some concepts that struck me about death in hospitals, seen from different points of view by hospital workers and how a different education can prevent stress for doctors.

MDs carry immense responsibilities and often face harrowing situations. People don't seek their advice if they are well and happy; illness is their domain, and it permeates their lives every moment.

From the start of their medical studies, the process of shaping their minds begins: confronting urgent and severe illnesses, making decisions and taking responsibility, being able to analyze quickly, selecting and excluding medications, and performing surgeries. I cannot imagine waking up every morning, having breakfast, going to my office, and having a body to operate on or a mother to save on my desk. But that's their world. If we, the laypeople, have our minds on Earth, theirs are on Mars.

When a patient isn't okay, it's up to them to define the strategy to heal, and if the worst scenario occurs, it's a profoundly difficult moment. But what is the worst scenario? MDs are trained for success, to heal and restore patients' lives. A loss in defeating an illness is a personal defeat that can take years to overcome.

For other healthcare professionals who care for patients and support families, the worst scenario isn't death; it's pain and suffering.

The main difference between MDs and nurses lies in their education. Neither is a better or stronger human being; it's simply a matter of what you've studied and how you've been trained. What if we could merge some of it into the med studies ?

In Europe, physicians are trained to be autonomous leaders: to make decisions mostly on their own, to take responsibility alone, and to manage losses as well as their private lives. That's why many doctors don't pursue a private solo practice; they need the support of other doctors to share responsibilities.

On the other hand, nurses and other healthcare professionals are trained to work in teams, to deeply connect with patients and families, and to empathize with their pain. They spend a lot of time with them, trying to heal and support around the clock, and they often empathize with them until the end.

The end is never easy, sometimes involving young children, leaving parents and families devastated. Yet, the presence of suffering and illness can profoundly affect one's entire existence. Then, somehow, there's peace from active suffering for the person, their families, and for nurses and physicians; then begins the process of mourning with its own phases.

For nurses, death is part of the life cycle; they understand this well and are not daunted by it in their professional duties. In a way, death can be a release.

Physicians experience it differently: it's a failure and can lead to psychological distress. Imposter syndrome, feelings of inadequacy, and guilt for not having done enough are common.

To address the escalating issue of physician burnout, it's imperative to implement changes in the university education of doctors. The phenomenon of burnout among physicians is multifaceted, influenced by a combination of personal, organizational, and systemic factors. Research indicates that burnout can lead to severe consequences, including decreased quality of patient care, increased medical errors, and a higher likelihood of physicians leaving the profession. The economic implications are also significant, with  physician turnover related to burnout costing the healthcare system millions annually.

One of the primary drivers of burnout is the excessive administrative burden placed on physicians, which detracts from patient care and contributes to feelings of exhaustion and inefficacy.Additionally, the current medical education system often fails to adequately prepare students for the realities of the profession, including managing work-life balance, navigating the complexities of the healthcare system, and addressing the emotional challenges of patient care.

To mitigate burnout and enhance the well-being of future physicians, medical schools must embrace curriculum reform that emphasizes health systems science, leadership, and wellness. This includes integrating instruction on managing administrative tasks, fostering resilience, promoting effective communication, and understanding the broader healthcare environment. Moreover, providing mentorship and support for medical students is crucial in cultivating a culture of wellness and professional fulfillment.

Implementing these changes requires a concerted effort from medical schools, accreditation bodies, and healthcare organizations to prioritize the well-being of medical professionals. By reimagining medical education to address the root causes of burnout, we can better prepare future physicians for the challenges of the profession and ensure they are equipped to provide high-quality, compassionate care.

In conclusion, to combat physician burnout effectively, it's essential to reform medical university education to include comprehensive training on health systems science, leadership, wellness, and resilience. This approach will not only improve the well-being of physicians but also enhance patient care and the overall healthcare system.