ABSTRACT
Introduction Burnout is a psychological syndrome affecting over 50% of the clinician workforce, leading to job dissatisfaction, workplace turnover, and increased clinician error. Strategies to prevent burnout are critical among palliative care providers. Methods Canadian national postgraduate burnout/wellness core competencies were used to revamp a year-long Palliative Care postgraduate wellness curriculum at the University of Toronto during COVID-19. Learners were introduced to theory as well as practical tools to implement in their daily practice. The course included a virtual trip to the Art Gallery of Ontario to enhance observation, reflection and communication skills. Results 23 learners have completed the course to date;14 have completed anonymous surveys (5 males and 9 females). All reported greater comfort recognizing signs of burnout following course completion, and would recommend it to future learners. A majority (93%) agreed that the course provided them with enhanced skills to manage burnout, and skills to assist with managing pandemic-related stressors at work and at home. The open and protected learning environment, situated outside of clinical work, and the opportunity to link with a formal 'buddy' for additional support, were valued. Conclusions Relentless clinical and pandemic-related demands highlight an urgent need to equip palliative care providers with skills to prevent burnout. Novel longitudinal curricula appear to be beneficial and can likely also be adapted to promote faculty wellness.