Abstract
Burnout is a syndrome driven by the work environment that has a negative impact on physician well-being, patient care, and the health care system.1,2,3 The Maslach Burnout Inventory (MBI) is the most widely used measure of burnout and consists of a 22-item survey of emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA).2 Health care organizations have called upon leaders to address burnout and take positive steps on a systems-level to promote physician well-being.2, 3 In addition to contributions from the clinical learning environment on residents and faculty well-being, the environment itself is also affected by resident and faculty burnout, suggesting residents need skills for coping and resilience as they enter their careers, and faculty physicians can build and teach these same skills.1, 4, 5