Introduction: Wellness insufficiency is a widespread problem in medical training programs. Recent evidence reveals that one factor contributing to physician wellness is cognitive flexibility, defined as being able to hold multiple views or to reframe a thought, situation, or perspective. While cognitive flexibility is a neurologically based, teachable skill, there is little guidance as to how to build this skill in learners (and teachers).
Methods: This workshop introduces the concept and relevance of cognitive flexibility as a wellness skill and then utilizes the novel methodology of reverse role-play through simulated stressful everyday encounters in medical education between teachers and learners.
Results: This workshop successfully improved cognitive flexibility scores in a sample of 15 family medicine residents, according to measures on the Cognitive Flexibility Scale.
Discussion: By incorporating cognitive flexibility and perspective-taking skill instruction, this resource has implications for reducing conflict and stress, as well as improving the wellness levels of medical students, residents, and faculty alike.
Introduction: Wellness insufficiency is a widespread problem in medical training programs. Recent evidence reveals that one factor contributing to physician wellness is cognitive flexibility, defined as being able to hold multiple views or to reframe a thought, situation, or perspective. While cognitive flexibility is a neurologically based, teachable skill, there is little guidance as to how to build this skill in learners (and teachers).
Methods: This workshop introduces the concept and relevance of cognitive flexibility as a wellness skill and then utilizes the novel methodology of reverse role-play through simulated stressful everyday encounters in medical education between teachers and learners.
Results: This workshop successfully improved cognitive flexibility scores in a sample of 15 family medicine residents, according to measures on the Cognitive Flexibility Scale.
Discussion: By incorporating cognitive flexibility and perspective-taking skill instruction, this resource has implications for reducing conflict and stress, as well as improving the wellness levels of medical students, residents, and faculty alike.
Introduction: Wellness insufficiency is a widespread problem in medical training programs. Recent evidence reveals that one factor contributing to physician wellness is cognitive flexibility, defined as being able to hold multiple views or to reframe a thought, situation, or perspective. While cognitive flexibility is a neurologically based, teachable skill, there is little guidance as to how to build this skill in learners (and teachers).
Methods: This workshop introduces the concept and relevance of cognitive flexibility as a wellness skill and then utilizes the novel methodology of reverse role-play through simulated stressful everyday encounters in medical education between teachers and learners.
Results: This workshop successfully improved cognitive flexibility scores in a sample of 15 family medicine residents, according to measures on the Cognitive Flexibility Scale.
Discussion: By incorporating cognitive flexibility and perspective-taking skill instruction, this resource has implications for reducing conflict and stress, as well as improving the wellness levels of medical students, residents, and faculty alike.
Introduction: Wellness insufficiency is a widespread problem in medical training programs. Recent evidence reveals that one factor contributing to physician wellness is cognitive flexibility, defined as being able to hold multiple views or to reframe a thought, situation, or perspective. While cognitive flexibility is a neurologically based, teachable skill, there is little guidance as to how to build this skill in learners (and teachers).
Methods: This workshop introduces the concept and relevance of cognitive flexibility as a wellness skill and then utilizes the novel methodology of reverse role-play through simulated stressful everyday encounters in medical education between teachers and learners.
Results: This workshop successfully improved cognitive flexibility scores in a sample of 15 family medicine residents, according to measures on the Cognitive Flexibility Scale.
Discussion: By incorporating cognitive flexibility and perspective-taking skill instruction, this resource has implications for reducing conflict and stress, as well as improving the wellness levels of medical students, residents, and faculty alike.
Introduction: Wellness insufficiency is a widespread problem in medical training programs. Recent evidence reveals that one factor contributing to physician wellness is cognitive flexibility, defined as being able to hold multiple views or to reframe a thought, situation, or perspective. While cognitive flexibility is a neurologically based, teachable skill, there is little guidance as to how to build this skill in learners (and teachers).
Methods: This workshop introduces the concept and relevance of cognitive flexibility as a wellness skill and then utilizes the novel methodology of reverse role-play through simulated stressful everyday encounters in medical education between teachers and learners.
Results: This workshop successfully improved cognitive flexibility scores in a sample of 15 family medicine residents, according to measures on the Cognitive Flexibility Scale.
Discussion: By incorporating cognitive flexibility and perspective-taking skill instruction, this resource has implications for reducing conflict and stress, as well as improving the wellness levels of medical students, residents, and faculty alike.
Introduction: Wellness insufficiency is a widespread problem in medical training programs. Recent evidence reveals that one factor contributing to physician wellness is cognitive flexibility, defined as being able to hold multiple views or to reframe a thought, situation, or perspective. While cognitive flexibility is a neurologically based, teachable skill, there is little guidance as to how to build this skill in learners (and teachers).
Methods: This workshop introduces the concept and relevance of cognitive flexibility as a wellness skill and then utilizes the novel methodology of reverse role-play through simulated stressful everyday encounters in medical education between teachers and learners.
Results: This workshop successfully improved cognitive flexibility scores in a sample of 15 family medicine residents, according to measures on the Cognitive Flexibility Scale.
Discussion: By incorporating cognitive flexibility and perspective-taking skill instruction, this resource has implications for reducing conflict and stress, as well as improving the wellness levels of medical students, residents, and faculty alike.
Introduction: Wellness insufficiency is a widespread problem in medical training programs. Recent evidence reveals that one factor contributing to physician wellness is cognitive flexibility, defined as being able to hold multiple views or to reframe a thought, situation, or perspective. While cognitive flexibility is a neurologically based, teachable skill, there is little guidance as to how to build this skill in learners (and teachers).
Methods: This workshop introduces the concept and relevance of cognitive flexibility as a wellness skill and then utilizes the novel methodology of reverse role-play through simulated stressful everyday encounters in medical education between teachers and learners.
Results: This workshop successfully improved cognitive flexibility scores in a sample of 15 family medicine residents, according to measures on the Cognitive Flexibility Scale.
Discussion: By incorporating cognitive flexibility and perspective-taking skill instruction, this resource has implications for reducing conflict and stress, as well as improving the wellness levels of medical students, residents, and faculty alike.
Introduction: Wellness insufficiency is a widespread problem in medical training programs. Recent evidence reveals that one factor contributing to physician wellness is cognitive flexibility, defined as being able to hold multiple views or to reframe a thought, situation, or perspective. While cognitive flexibility is a neurologically based, teachable skill, there is little guidance as to how to build this skill in learners (and teachers).
Methods: This workshop introduces the concept and relevance of cognitive flexibility as a wellness skill and then utilizes the novel methodology of reverse role-play through simulated stressful everyday encounters in medical education between teachers and learners.
Results: This workshop successfully improved cognitive flexibility scores in a sample of 15 family medicine residents, according to measures on the Cognitive Flexibility Scale.
Discussion: By incorporating cognitive flexibility and perspective-taking skill instruction, this resource has implications for reducing conflict and stress, as well as improving the wellness levels of medical students, residents, and faculty alike.
