"Resilience" has been defined in many different ways; it can be construed as "a trajectory, a continuum, a system, a trait, a process, a cycle, and a qualitative category" and that it has been applied in both physiological and psychological terms. Resilience in medical education, including effective coping and problem-solving, can combat burnout. Higher levels of resilience in medical education have been associated with improved subjective well-being, lower levels of distress, and more positive perceptions of quality of life and the educational environment. Developing professionalism is a core expectation of modern health professional education. In medicine, this requires defining, learning, and assessing "a set of values, behaviours, and relationships that underpin the trust the public has in doctors," which then needs to be maintained and further developed throughout a clinician’s working life. Doctors must sustain hard work and manage high levels of demand and responsibility, ever-changing circumstances (in terms of patients, staff and organisational requirements), and increasing public expectations for care, while living up to the standards required of all doctors by their regulators. Best organisational practises can act protectively by encouraging safe practise cultures and mutual supervision and support, but health professionals are always at risk of periods in which workload, adverse events, emotional demands, and the lack of supportive relationships (to name but a few factors) may act as stressors that can undermine professional practice. Coping with these demands requires stamina, good health, appropriate knowledge and skills, and the ability to respond positively to challenging experiences. Doctors need to be able to care for themselves in order to offer the best care to their patients.
9:00 - 12:00
Day 3: Pre-Conference Workshops
The University Of Lahore Teaching Hospital (ULTH)