25/09/2026
TRAINING MINDS, SHAPING HEARTS
I had the privilege of moderating this session on residency training, resilience, faculty development, and building better systems for trainees.
Several points stood out:
Resident distress is shaped not only by the individual, but by workload, cumulative patient loss, supervision, the hidden curriculum, administrative burden, and loss of meaning or control. Resilience helps, but it has limits.
Faculty development matters just as much. Respectful teaching, psychological safety, supportive leadership, timely private feedback, post-duty rest, and shared responsibility are all part of a healthy training environment.
Interestingly, national residency surveys already measure areas such as duty hours, faculty supervision, evaluation, educational content, resources, and overall trainee perception—including whether residents can raise concerns without fear of intimidation or retaliation.
Another practical concept was GROSS: “Getting Rid of Stupid Stuff.” Identify work that consumes time without improving care or learning, question whether it still serves a purpose, then simplify, redesign, automate, or stop it.
The session also emphasized quality improvement and value-based learning: teach residents to define a problem, understand causes, test small changes, measure outcomes, and sustain improvements—while always asking whether an intervention delivers meaningful benefit relative to its cost and burden to the patient.
Many of these changes are surprisingly no-cost or low-cost: better coaching, interprofessional learning, safer feedback systems, quality-improvement projects, and removing unnecessary work.
A good reminder that residency training is not just about producing knowledgeable physicians. It is about training minds, shaping hearts, and designing systems that allow both doctors and patients to do better.