1.27.26 OWIMS Professional Development Series | Lifestyle Medicine: What it is and how it is applicable to all fields of medicine and practice

What is your occupation?

Physician

Physician Assistant

Nurse Practitioner

Nurse

Psychologist

Social Worker

Medical/Health Professions Student

Pharmacist

Researcher

Resident/Fellow

Public Health Professional

Other

What is your occupation? Other

What was you interest or purpose in attending this activity?

Continuing education credits

Fulfill licensure requirements

Professional Development

Interest in topic

Learning about available resources

Meeting the needs of patient populations

New updates in diagnosis and treatment

Networking

Other

What was you interest or purpose in attending this activity? Other

Overall Activity Evaluation

	Excellent	Very Good	Good	Fair	Poor
How would you rate this educational activity overall?	How would you rate this educational activity overall? - Excellent	How would you rate this educational activity overall? - Very Good	How would you rate this educational activity overall? - Good	How would you rate this educational activity overall? - Fair	How would you rate this educational activity overall? - Poor
How relevant to your needs was the information presented?	How relevant to your needs was the information presented? - Excellent	How relevant to your needs was the information presented? - Very Good	How relevant to your needs was the information presented? - Good	How relevant to your needs was the information presented? - Fair	How relevant to your needs was the information presented? - Poor
How clear was the material presented?	How clear was the material presented? - Excellent	How clear was the material presented? - Very Good	How clear was the material presented? - Good	How clear was the material presented? - Fair	How clear was the material presented? - Poor
How well were questions answered?	How well were questions answered? - Excellent	How well were questions answered? - Very Good	How well were questions answered? - Good	How well were questions answered? - Fair	How well were questions answered? - Poor

Was the content of this activity fair, balanced, objective, and free of commercial bias?

If no, please explain.

Yes

No

Was the content of this activity fair, balanced, objective, and free of commercial bias? No

How well were each of the Learning Objectives of this activity met?

How well were each of the Learning Objectives of this activity met? At the conclusion of this program, participants should be able to:

	Extremely well	Very well	Moderately well	Slightly well	Not well at all
Identify at least three gender specific contributors to burnout and cognitive overload among women in academic medicine, as described in current national data and research. (Supported by evidence showing women physicians experience higher burnout, greater stress, and lower work-life integration than men.)	Identify at least three gender specific contributors to burnout and cognitive overload among women in academic medicine, as described in current national data and research. (Supported by evidence showing women physicians experience higher burnout, greater stress, and lower work-life integration than men.) - Extremely well	Identify at least three gender specific contributors to burnout and cognitive overload among women in academic medicine, as described in current national data and research. (Supported by evidence showing women physicians experience higher burnout, greater stress, and lower work-life integration than men.) - Very well	Identify at least three gender specific contributors to burnout and cognitive overload among women in academic medicine, as described in current national data and research. (Supported by evidence showing women physicians experience higher burnout, greater stress, and lower work-life integration than men.) - Moderately well	Identify at least three gender specific contributors to burnout and cognitive overload among women in academic medicine, as described in current national data and research. (Supported by evidence showing women physicians experience higher burnout, greater stress, and lower work-life integration than men.) - Slightly well	Identify at least three gender specific contributors to burnout and cognitive overload among women in academic medicine, as described in current national data and research. (Supported by evidence showing women physicians experience higher burnout, greater stress, and lower work-life integration than men.) - Not well at all
Describe the mechanisms by which chronic stress, emotional labor, and decision fatigue impact cognitive functioning and overall wellbeing in women clinicians. (Research shows women experience unique stressors, including increased emotional labor, structural inequities, and higher cognitive burden.)	Describe the mechanisms by which chronic stress, emotional labor, and decision fatigue impact cognitive functioning and overall wellbeing in women clinicians. (Research shows women experience unique stressors, including increased emotional labor, structural inequities, and higher cognitive burden.) - Extremely well	Describe the mechanisms by which chronic stress, emotional labor, and decision fatigue impact cognitive functioning and overall wellbeing in women clinicians. (Research shows women experience unique stressors, including increased emotional labor, structural inequities, and higher cognitive burden.) - Very well	Describe the mechanisms by which chronic stress, emotional labor, and decision fatigue impact cognitive functioning and overall wellbeing in women clinicians. (Research shows women experience unique stressors, including increased emotional labor, structural inequities, and higher cognitive burden.) - Moderately well	Describe the mechanisms by which chronic stress, emotional labor, and decision fatigue impact cognitive functioning and overall wellbeing in women clinicians. (Research shows women experience unique stressors, including increased emotional labor, structural inequities, and higher cognitive burden.) - Slightly well	Describe the mechanisms by which chronic stress, emotional labor, and decision fatigue impact cognitive functioning and overall wellbeing in women clinicians. (Research shows women experience unique stressors, including increased emotional labor, structural inequities, and higher cognitive burden.) - Not well at all
Recognize early warning signs of burnout and mental health strain in themselves and colleagues, based on validated physician wellbeing assessments used in national surveys. (Evidence from JAMA Network Open and departmental surveys demonstrates gender differences in burnout symptoms.)	Recognize early warning signs of burnout and mental health strain in themselves and colleagues, based on validated physician wellbeing assessments used in national surveys. (Evidence from JAMA Network Open and departmental surveys demonstrates gender differences in burnout symptoms.) - Extremely well	Recognize early warning signs of burnout and mental health strain in themselves and colleagues, based on validated physician wellbeing assessments used in national surveys. (Evidence from JAMA Network Open and departmental surveys demonstrates gender differences in burnout symptoms.) - Very well	Recognize early warning signs of burnout and mental health strain in themselves and colleagues, based on validated physician wellbeing assessments used in national surveys. (Evidence from JAMA Network Open and departmental surveys demonstrates gender differences in burnout symptoms.) - Moderately well	Recognize early warning signs of burnout and mental health strain in themselves and colleagues, based on validated physician wellbeing assessments used in national surveys. (Evidence from JAMA Network Open and departmental surveys demonstrates gender differences in burnout symptoms.) - Slightly well	Recognize early warning signs of burnout and mental health strain in themselves and colleagues, based on validated physician wellbeing assessments used in national surveys. (Evidence from JAMA Network Open and departmental surveys demonstrates gender differences in burnout symptoms.) - Not well at all
Apply at least two evidence based strategies to reduce cognitive load or emotional labor in their daily clinical or academic workflow.(Studies note that supportive environments, flexible structures, and mindful workload management can mitigate burnout.)	Apply at least two evidence based strategies to reduce cognitive load or emotional labor in their daily clinical or academic workflow.(Studies note that supportive environments, flexible structures, and mindful workload management can mitigate burnout.) - Extremely well	Apply at least two evidence based strategies to reduce cognitive load or emotional labor in their daily clinical or academic workflow.(Studies note that supportive environments, flexible structures, and mindful workload management can mitigate burnout.) - Very well	Apply at least two evidence based strategies to reduce cognitive load or emotional labor in their daily clinical or academic workflow.(Studies note that supportive environments, flexible structures, and mindful workload management can mitigate burnout.) - Moderately well	Apply at least two evidence based strategies to reduce cognitive load or emotional labor in their daily clinical or academic workflow.(Studies note that supportive environments, flexible structures, and mindful workload management can mitigate burnout.) - Slightly well	Apply at least two evidence based strategies to reduce cognitive load or emotional labor in their daily clinical or academic workflow.(Studies note that supportive environments, flexible structures, and mindful workload management can mitigate burnout.) - Not well at all
Implement practical workplace communication techniques (e.g., boundary setting, cognitive offloading, structured decision making) to promote sustainable wellbeing.	Implement practical workplace communication techniques (e.g., boundary setting, cognitive offloading, structured decision making) to promote sustainable wellbeing. - Extremely well	Implement practical workplace communication techniques (e.g., boundary setting, cognitive offloading, structured decision making) to promote sustainable wellbeing. - Very well	Implement practical workplace communication techniques (e.g., boundary setting, cognitive offloading, structured decision making) to promote sustainable wellbeing. - Moderately well	Implement practical workplace communication techniques (e.g., boundary setting, cognitive offloading, structured decision making) to promote sustainable wellbeing. - Slightly well	Implement practical workplace communication techniques (e.g., boundary setting, cognitive offloading, structured decision making) to promote sustainable wellbeing. - Not well at all
Discuss opportunities for advocacy and institutional change to address the systemic factors contributing to gender disparities in burnout, stress, and work-life integration. (National analyses highlight the role of structural inequities and the need for organizational intervention.)	Discuss opportunities for advocacy and institutional change to address the systemic factors contributing to gender disparities in burnout, stress, and work-life integration. (National analyses highlight the role of structural inequities and the need for organizational intervention.) - Extremely well	Discuss opportunities for advocacy and institutional change to address the systemic factors contributing to gender disparities in burnout, stress, and work-life integration. (National analyses highlight the role of structural inequities and the need for organizational intervention.) - Very well	Discuss opportunities for advocacy and institutional change to address the systemic factors contributing to gender disparities in burnout, stress, and work-life integration. (National analyses highlight the role of structural inequities and the need for organizational intervention.) - Moderately well	Discuss opportunities for advocacy and institutional change to address the systemic factors contributing to gender disparities in burnout, stress, and work-life integration. (National analyses highlight the role of structural inequities and the need for organizational intervention.) - Slightly well	Discuss opportunities for advocacy and institutional change to address the systemic factors contributing to gender disparities in burnout, stress, and work-life integration. (National analyses highlight the role of structural inequities and the need for organizational intervention.) - Not well at all

To what extent has your knowledge and skills improved in the following competency areas as a result of this activity?

	Extreme improvement	Much improvement	Somewhat improvement	Very little improvement	No improvement
Patient Care and Procedural Skills	Patient Care and Procedural Skills - Extreme improvement	Patient Care and Procedural Skills - Much improvement	Patient Care and Procedural Skills - Somewhat improvement	Patient Care and Procedural Skills - Very little improvement	Patient Care and Procedural Skills - No improvement
Medical Knowledge	Medical Knowledge - Extreme improvement	Medical Knowledge - Much improvement	Medical Knowledge - Somewhat improvement	Medical Knowledge - Very little improvement	Medical Knowledge - No improvement
Interpersonal and Communication Skills	Interpersonal and Communication Skills - Extreme improvement	Interpersonal and Communication Skills - Much improvement	Interpersonal and Communication Skills - Somewhat improvement	Interpersonal and Communication Skills - Very little improvement	Interpersonal and Communication Skills - No improvement
Professionalism	Professionalism - Extreme improvement	Professionalism - Much improvement	Professionalism - Somewhat improvement	Professionalism - Very little improvement	Professionalism - No improvement
Practice-Based Learning and Improvement	Practice-Based Learning and Improvement - Extreme improvement	Practice-Based Learning and Improvement - Much improvement	Practice-Based Learning and Improvement - Somewhat improvement	Practice-Based Learning and Improvement - Very little improvement	Practice-Based Learning and Improvement - No improvement
Systems-Based Practice	Systems-Based Practice - Extreme improvement	Systems-Based Practice - Much improvement	Systems-Based Practice - Somewhat improvement	Systems-Based Practice - Very little improvement	Systems-Based Practice - No improvement
Provide Patient-Centered Care	Provide Patient-Centered Care - Extreme improvement	Provide Patient-Centered Care - Much improvement	Provide Patient-Centered Care - Somewhat improvement	Provide Patient-Centered Care - Very little improvement	Provide Patient-Centered Care - No improvement
Work in Interdisciplinary Teams	Work in Interdisciplinary Teams - Extreme improvement	Work in Interdisciplinary Teams - Much improvement	Work in Interdisciplinary Teams - Somewhat improvement	Work in Interdisciplinary Teams - Very little improvement	Work in Interdisciplinary Teams - No improvement
Employ Evidence-Based Practice	Employ Evidence-Based Practice - Extreme improvement	Employ Evidence-Based Practice - Much improvement	Employ Evidence-Based Practice - Somewhat improvement	Employ Evidence-Based Practice - Very little improvement	Employ Evidence-Based Practice - No improvement
Apply Quality Improvement	Apply Quality Improvement - Extreme improvement	Apply Quality Improvement - Much improvement	Apply Quality Improvement - Somewhat improvement	Apply Quality Improvement - Very little improvement	Apply Quality Improvement - No improvement
Utilize Informatics	Utilize Informatics - Extreme improvement	Utilize Informatics - Much improvement	Utilize Informatics - Somewhat improvement	Utilize Informatics - Very little improvement	Utilize Informatics - No improvement
Values/Ethics for Interprofessional Practice	Values/Ethics for Interprofessional Practice - Extreme improvement	Values/Ethics for Interprofessional Practice - Much improvement	Values/Ethics for Interprofessional Practice - Somewhat improvement	Values/Ethics for Interprofessional Practice - Very little improvement	Values/Ethics for Interprofessional Practice - No improvement

Will you participation in this activity have an impact on your practice, leadership, performance, or with you research?

Yes

No

Not Sure

Please explain your response to the previous question

What is the most important thing you learned by attending this activity and how will it affect you and your practice?

How would you rate your experience with this activity?

	Extremely satisfied	Somewhat satisfied	Neither satisfied nor dissatisfied	Somewhat dissatisfied	Extremely dissatisfied
Registration Process	Registration Process - Extremely satisfied	Registration Process - Somewhat satisfied	Registration Process - Neither satisfied nor dissatisfied	Registration Process - Somewhat dissatisfied	Registration Process - Extremely dissatisfied
Meeting Format	Meeting Format - Extremely satisfied	Meeting Format - Somewhat satisfied	Meeting Format - Neither satisfied nor dissatisfied	Meeting Format - Somewhat dissatisfied	Meeting Format - Extremely dissatisfied
Scheduling	Scheduling - Extremely satisfied	Scheduling - Somewhat satisfied	Scheduling - Neither satisfied nor dissatisfied	Scheduling - Somewhat dissatisfied	Scheduling - Extremely dissatisfied

Speaker Evaluation - Alaa Elnajjar, MD

Alaa Elnajjar, MD

	Excellent	Very Good	Good	Fair	Poor
Speakers knowledge and experienced enhanced this activity	Speakers knowledge and experienced enhanced this activity - Excellent	Speakers knowledge and experienced enhanced this activity - Very Good	Speakers knowledge and experienced enhanced this activity - Good	Speakers knowledge and experienced enhanced this activity - Fair	Speakers knowledge and experienced enhanced this activity - Poor
The speakers provided the information in an effective/interesting manner that facilitated my learning	The speakers provided the information in an effective/interesting manner that facilitated my learning - Excellent	The speakers provided the information in an effective/interesting manner that facilitated my learning - Very Good	The speakers provided the information in an effective/interesting manner that facilitated my learning - Good	The speakers provided the information in an effective/interesting manner that facilitated my learning - Fair	The speakers provided the information in an effective/interesting manner that facilitated my learning - Poor

Future speakers

Who would you like to see as a keynote speaker/workshop presenter at an OWIMS/CME program?

Future topics in women's health

We would like to invite your ideas for future OWIMS/CME programs and speakers. What is the top theme you would like to see addressed at a professional development program/conference for faculty, house officers and trainees?

Overall comments

Continuing Medical Education

3.24.26 OWIMS PD Series|Carrying the Invisible Load: Understanding and Addressing Mental Health Challenges for Women in Academic Medicine

3.24.26 OWIMS Session Evaluation

3.24.26 OWIMS Session Evaluation

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3.24.26 OWIMS PD Series|Carrying the Invisible Load: Understanding and Addressing Mental Health Challenges for Women in Academic Medicine

3.24.26 OWIMS Session Evaluation

3.24.26 OWIMS Session Evaluation

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