Program directors and faculty do not need scientific evidence to confirm that limitations in funding, faculty numbers and time remain the most significant barriers to high caliber resident education and training- they live it. Numerous program director surveys across specialties reveal that these barriers play a pivotal role in a vast array of curricula, including Point of Care Ultrasound, advocacy, palliative care, research, global health, resident-as-teacher, ethics, and feedback. Program director discussion forums are replete with comments concerning said barriers along with frequent pleas for faculty candidates and sample curricular elements to save time and other resources.
The apparent increasing complexity of patient care, and growing evidence of physician burnout and faculty shortages highlight the need for self-actualization. Introduced by German neurologist and psychiatrist, Kurt Goldstein and popularized by Abraham Maslow, self-actualization is the fulfillment of one’s greatest potential by utilizing innate talents, seeking happiness and realizing personal goals. Traditional interpretation of Maslows’s theory suggests that one achieves self-actualization in a step-wise hierarchical process. There are individuals who self-actualize despite unmet needs when aspirational goals outweigh other more basic needs. Program directors and faculty may benefit from a self-first approach that prioritizes self-actualization over “lower order” needs. This lecture/discussion aims to guide participants both didactically and experientially in reflection on the value of self-actualization in raising personal insight, fulfillment and mitigating barriers to resource attainment--including funding, faculty, and time.
Learning Objectives
1. Examine Maslow’s hierarchy of needs as it applies to resident education.
2. Analyze practical examples of applying the self-first approach to time, faculty engagement, and funding.
3. Plan at least one actionable personal strategy to support personal insights and fulfillment.
Presenter
Shantie D. Harkisoon, MD, FAAFP
Disclosure Information
In accordance with the ACCME Standards for Integrity and Independence in Accredited Continuing Education, ACOFP requires that individuals in a position to control the content of an educational activity disclose all financial relationships with any ineligible company. ACOFP reviews the disclosed relationship and mitigates all relevant financial relationships to ensure independence, objectivity, balance, and scientific rigor in all their educational programs.All individuals in control of the content of this activity have no relationships with ineligible companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.
Accreditation and Credit Statements
The American College of Osteopathic Family Physicians (ACOFP) is accredited by the American Osteopathic Association (AOA) to provide osteopathic continuing medical education for physicians.
ACOFP designates this program for a maximum number of 1.0 AOA Category 1-A credits and will report CME with the extent of the physician’s participation in this activity.
Disclaimer
This program is sponsored by ACOFP for educational purposes only. The material presented is not intended to represent the sole or best medical interventions for the discussed diagnoses, but rather is intended to present the opinions of the authors or presenters that may be helpful to other practitioners. Attendees participating in this medical education program do so with the full knowledge that they waive any claim they may have against ACOFP for reliance on any information presented during these educational activities.
Questions
To submit questions to the presenter please send them to elearning@acofp.org and include the conference and course title so we can direct them correctly.
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