Well-Being, Support, and Mentorship

Resident Well-Being

The program directors and faculty leaders at BCH-Oakland recognize the importance of providing emotional support and understanding the psychosocial needs of our house staff during the challenges and stresses of residency. Particular efforts to maintain resident well-being include the following:

Resident retreat each year of training
Monthly support groups led by faculty facilitator
Regular support group for residents on the Hematology/Oncology and Critical Care rotations led by skilled leaders
Mindfulness and Integrative Health Curriculum
Healer's Connection--Opportunities for reflection and connection outside of clinical work
Caring for the Caregiver training
Resident Appreciation events
Schedules with Well-being in mind--optimizing variability in the schedule to promote learning and well-being

Residents are supported by program directors and faculty throughout their three years of training. The most important source of support comes from other residents, who develop strong connections, a sense of teamwork, and community. The resident-led Well-Being Committee collaborates with the program to plan activities that support balance and well-being.

Educational Support and Career Planning

Frequent and timely verbal feedback encouraged
Biannual meetings with one of the program directors to review progress, receive feedback, and discuss navigating residency including balancing personal well-being with training requirements.
Support to develop individual learning goals
Guidance if interested in developing a scholarly concentration or participation in a GME pathway
Mentoring and career development
Support to develop an individual mentor team
Broad and supportive alumni network--for mentorship and help finding jobs
Life After Residency Panels--inpatient, outpatient, subspecialty
Subspecialty/Primary Care/Hospitalist Job Workshops
Projects/research guidance
Support for study plans for tests (Step 3/COMLEX and Boards)
The program provides support for individualized learning needs. Residents may request specific experiences or opportunities, and the program works to accommodate these requests within the curriculum and ACGME and board requirements.

Mentorship

Mentor Family Program: Every resident is in a cohort with other residents, faculty and alumni from a wide variety of clinical areas. Within their larger mentor family, residents are also in groups of three with a big, middle and little sibling.
Advisors: Each first year resident is assigned an advisor to provide an additional layer of mentorship and coaching.
Partnership with UC Berkeley/UCSF Joint Medical Program: Mentoring 1st and 2nd year medical students.
Community Health and Adolescent Mentoring Program for Success (CHAMPS): Mentorship of high school students.
Interest Groups: Over the years, residents and faculty have formed groups that foster a supportive environment. These groups are based on shared backgrounds, interests and experiences, providing a valuable space for mentorship and community building. Whether it's through organized events, informal gatherings, or on-on-one mentorship, these groups contribute to a rich, supportive network that helps residents thrive throughout their training. The dynamic nature of these groups ensures they remain responsive to the needs of our residents.

Residents as Teachers and Mentors

There are many opportunities to develop skills in leadership, teaching and mentorship.

Clinical teaching (inpatient and outpatient)
Didactics on teaching, clinical reasoning and leadership
Lead didactics all three years of training (journal clubs, case conferences, rotation-based talks and more)
Co-facilitate seminars on Community Advocacy and Primary care rotation
Virtual Advocacy Elective for Medical students
Education Elective (teaching, develop curriculum)
Research and projects (optional)