Institutional Wellness Curriculum
Northeast Georgia Medical Center is committed to the mental and physical health and wellness of all our residents, physicians and staff.
Learn about NGMC's Institutional Wellness Curriculum by exploring the sections below.
Physicians should be trained in a way that considers and promotes their well-being not just during their residency training but over the course of a lifelong career.
At Northeast Georgia Health System we seek to:
- Build an environment that promotes and protects physician well-being and promotes the Core Values of NGMC
- Identify important physician stressors and develop support systems
- Implement a curriculum that is integrated across medical specialties, residency training programs, and levels of training
- Address key factors that contribute to physician burnout, strategies for improving resilience, and approaches to identify at-risk physicians
- Respectful Compassion – I impact life’s most sacred moments
- Deep Interdependence – I can’t do my job without you
- Responsible Stewardship – What I do today ensures tomorrow
- Passion for Excellence – I bring my best every day
The Institutional Wellness Curriculum for the Office of Graduate Medical Education at the Northeast Georgia Medical Center is designed to address Section VI.C of the Common Program Requirements. The institutional support for the curriculum is provided in the form of a core residency curriculum, didactic sessions, experiential elements, and protected curricular time for all residents.
CPR VI.C. In the current health care environment, residents and faculty members are at increased risk for burnout and depression. Psychological, emotional, and physical well-being are critical in the development of the competent, caring, and resilient physician. Self-care is an important component of professionalism; it is also a skill that must be learned and nurtured in the context of other aspects of residency training. Programs, in partnership with their Sponsoring Institutions, have the same responsibility to address well-being as they do to evaluate other aspects of resident competence
- Faculty Development
- GMEC subcommittee on Wellness
- Resident Orientation
- Resident Benefits—Health Insurance, Gym membership
- Baseline assessment
- Team-building/connection activities
In conjunction with the Medical Staff Office:
- GME Learning Series
- Didactic Sessions
- Duty Hours
- Partnership opportunities with area schools
- Shadowing opportunities
- Resident teaching sessions on tobacco, ETOH, and risky sexual behaviors
- Required Service Hours
- Volunteer opportunities at the Good News Clinic
CPR VI.C.1.e) attention to resident and faculty member burnout, depression, and substance abuse. The program, in partnership with its Sponsoring Institution, must educate faculty members and residents in identification of the symptoms of burnout, depression, and substance abuse, including means to assist those who experience these conditions. Residents and faculty members must also be educated to recognize those symptoms in themselves and how to seek appropriate care.
- Didactic Sessions in Orientation
- Didactic Sessions as part of Core Series
- Standardized Patient experience during Core Series
VI.C.1.a) efforts to enhance the meaning that each resident finds in the experience of being a physician, including protecting time with patients, minimizing non-physician obligations, providing administrative support, promoting progressive autonomy and flexibility, and enhancing professional relationships;
- Didactic Sessions in Orientation
- Work-Life Balance Speaker in Core Series
- Reflective writing requirement
- Time Management
Spouse and Significant Other Organization
- Monthly Resident Night Outs
- Fall Festival
Financial management seminar from Peach State Bank and Trust
- Wealth and retirement planning
- Debt management
Quest Leadership Academy
- Career planning
- Portfolio development
- CV Development
CPR VI.C.1.e).(1) The program, in partnership with its Sponsoring Institution, must encourage residents and faculty members to alert the program director or other designated personnel or programs when they are concerned that another resident, fellow, or faculty member may be displaying signs of burnout, depression, substance abuse, suicidal ideation, or potential for violence.
Problems such as marital or family distress, alcoholism, drug abuse, financial or other physical, mental or emotional concerns are among the many problems that may be resolved by timely and appropriate care. The Employee Assistance Program (EAP) is available to assist employees whose personal problems may interfere with their ability to perform their job. Services are provided on a strictly voluntary and confidential basis (except where the referral is on a mandatory basis for alcohol or drug-related purposes.) Employees are encouraged to seek help through the EAP through the self-referral process. Managers may also refer employees to the EAP when they believe it may improve an employee’s performance. To request assistance, contact the Employee Assistance Program to schedule an appointment.
Support for Resident Coordinated events
- Resident night out (bowling, on the Square, movie night)
CPR VI.C.1.d) policies and programs that encourage optimal resident and faculty member well-being;
- Duty Hours
VI.D. Fatigue Mitigation—Programs must: a) educate all faculty members and residents to recognize the signs of fatigue and sleep deprivation; b) educate all faculty members and residents in alertness management and fatigue mitigation processes; and, c) encourage residents to use fatigue mitigation processes to manage the potential negative effects of fatigue on patient care and learning
Health and Disability insurance
VI.C.1.e).(3) provide access to confidential, affordable mental health assessment, counseling, and treatment, including access to urgent and emergent care 24 hours a day, seven days a week.
- Maternity / Paternity Leave
- Vacation and Leave
Konopasek L, Slavin S. Addressing trainee mental health and well-being: What can you do in your department? J Peds. 2015;167(6):1183-1184.e1.