Exploring relationships between physician stress, burnout, and diagnostic elements in clinician notes
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Erin E. Sullivan
, Maram Khazen
, Mark Linzer
Abstract
Objectives
To understand the relationship between stressful work environments and patient care by assessing work conditions, burnout, and elements of the diagnostic process.
Methods
Notes and transcripts of audiotaped encounters were assessed for verbal and written documentation related to psychosocial data, differential diagnosis, acknowledgement of uncertainty, and other diagnosis-relevant contextual elements using 5-point Likert scales in seven primary care physicians (PCPs) and 28 patients in urgent care settings. Encounter time spent vs time needed (time pressure) was collected from time stamps and clinician surveys. Study physicians completed surveys on stress, burnout, and work conditions using the Mini-Z survey.
Results
Physicians with high stress or burnout were less likely to record psychosocial information in transcripts and notes (psychosocial information noted in 0% of encounters in 4 high stress/burned-out physicians), whereas low stress physicians (n=3) recorded psychosocial information consistently in 67% of encounters. Burned-out physicians discussed a differential diagnosis in only 31% of encounters (low counts concentrated in two physicians) vs. in 73% of non-burned-out doctors’ encounters. Burned-out and non-burned-out doctors spent comparable amounts of time with patients (about 25 min).
Conclusions
Key diagnostic elements were seen less often in encounter transcripts and notes in burned-out urgent care physicians.
Funding source: CRICO Malpractice Insurance
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Research funding: This work was supported by CRICO Malpractice Insurance in Boston, MA. The funder did not have a role in study design; the collection, analysis and interpretation of data; in the writing of the report; or in the decision to submit the article for publication.
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Author contribution: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: Dr. Linzer was paid as a consultant on this project (funds donated to Hennepin Healthcare Foundation), and is supported through his place of employment (Hennepin Healthcare) by the American Medical Association, American College of Physicians, the Optum Office for Provider Advancement (OPA), Essentia Health Systems, Gillette Children’s Hospital, the Institute for Healthcare Improvement, and the American Board of Internal Medicine Foundation for burnout prevention research and training, and by AHRQ as a leader of a K12 training program for Learning Health System scholars.
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Informed consent: Informed consent was obtained from all individuals included in this study. More specifically: Research staff approached patients of enrolled physicians in the clinic waiting room, introduced them to the study and provided written information explaining that the encounter would be recorded and reviewed. Patients were given sufficient time to read the written information and refer to the research staff for questions. To minimize interruptions to the workflow, PCPs asked for a verbal consent from patients who agreed to participate, once they were in the room. The verbal consent was recorded as part of the encounter, as approved by the ethics committee.
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Ethical approval: This project received approval from the Institutional Review Board at Mass General Brigham.
References
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Articles in the same Issue
- Frontmatter
- Review
- Cognitive biases in internal medicine: a scoping review
- Opinion Papers
- “Pivot and Cluster Strategy” in the light of Kahneman’s “Decision Hygiene” template
- Developing a European longitudinal and interprofessional curriculum for clinical reasoning
- Optimizing measurement of misdiagnosis-related harms using symptom-disease pair analysis of diagnostic error (SPADE): comparison groups to maximize SPADE validity
- Reframing context specificity in team diagnosis using the theory of distributed cognition
- Original Articles
- Promoting clinical reasoning with meta-memory techniques to teach broad differential diagnosis generation in a pediatric core clerkship
- Semantic competence and prototypical verbalizations are associated with higher OSCE and global medical degree scores: a multi-theory pilot study on year 6 medical student verbalizations
- Influence of comorbid depression and diagnostic workup on diagnosis of physical illness: a randomized experiment
- Recognition, diagnostic practices, and cancer outcomes among patients with unintentional weight loss (UWL) in primary care
- Quantitation of neurofilament light chain protein in serum and cerebrospinal fluid from patients with multiple sclerosis using the MSD R-PLEX NfL assay
- Analysis of common biomarkers in capillary blood in routine clinical laboratory. Preanalytical and analytical comparison with venous blood
- Comparison between cerebrospinal fluid biomarkers for differential diagnosis of acute meningitis
- Short Communications
- Exploring relationships between physician stress, burnout, and diagnostic elements in clinician notes
- Development of a student-created internal medicine frameworks website for healthcare trainees
- Case Report - Lessons in Clinical Reasoning
- Lessons in clinical reasoning – pitfalls, myths, and pearls: a case of crushing, substernal chest pain
- Letters to the Editor
- Ample room for cognitive bias in diagnosing accidental hypothermia
- Auscultation order of lung and heart sounds and autonomous noise cancellation
- Reliability of a single-nostril nasopharyngeal swab for diagnosing SARS-CoV-2 infection