Table 1 Responsibilities of GME Well-being Directors
Percentage of GME Well-being Directors | Role or responsibility |
|---|---|
81–100 | Improve access to mental health services Report to DIO or other institutional leaders Oversee wellness day or institution-wide well-being program Directly deliver well-being programming (educational modules, workshops, or lectures) for trainees Directly responsible for design and development of well-being programming or curricula Provide consultation to program directors or program coordinators Meet with groups of trainees to discuss well-being needs Partner with diversity, equity, and inclusion efforts |
61–80 | Oversee institutional GME well-being approach Ensure institutional compliance with GME common program requirements for well-being Prepare for CLER visits Chair GME well-being committee Oversee administration of well-being surveys Partner with learning climate/mistreatment efforts |
41–60 | Serve on medical staff well-being/impairment committee Oversee mental health services Conduct facilitated reflection sessions Lead formal faculty development offerings |
21–40 | Conduct group debriefing sessions Provide one-on-one mental health support for trainees Serve as ombuds or other confidential feedback mechanism for trainees |
1–20 | Lead diversity, equity and inclusion activities Lead learning climate/mistreatment efforts |