Advancing Sustainable Development Goals Through Physician Professional Development and Well-being

A sustainable and resilient healthcare workforce is fundamental to achieving global health targets, particularly Sustainable Development Goal 3 (SDG 3: Good Health and Well-being). High rates of physician burnout present a significant threat to this objective. This report outlines strategies for fostering physician professional development as a critical mechanism to combat burnout, thereby ensuring the delivery of quality healthcare and promoting decent work conditions, in alignment with SDG 8 (Decent Work and Economic Growth).

The Imperative for Physician Well-being and its Link to SDG 3

The Challenge of Physician Burnout

Despite a minor decrease from peak levels during the COVID-19 public health emergency, physician burnout remains a pervasive issue, with nearly half of physicians in the United States reporting symptoms. This phenomenon directly undermines the capacity of health systems to provide consistent, high-quality care, thereby impeding progress toward the targets of SDG 3. A depleted and disengaged medical workforce cannot sustainably support universal health coverage or respond effectively to health crises.

The Correlation Between Feeling Valued and Reduced Burnout

Research indicates a strong inverse correlation between physicians feeling valued by their organizations and their reported rates of burnout. This finding underscores the importance of creating a supportive work environment, a core tenet of SDG 8. The “Value of Feeling Valued Playbook” from AMA STEPS Forward® highlights that dedicating at least 20% of professional time to areas of interest can significantly mitigate burnout, contributing to a more sustainable and productive healthcare labor force.

Strategic Pathways for Professional Development Aligned with SDGs

Fostering Lifelong Learning and Innovation (SDG 4 & SDG 9)

The modern medical profession demands continuous growth and adaptation. Supporting physicians in their ongoing professional development is essential for maintaining high standards of care and fostering innovation. These development pathways directly support SDG 4 (Quality Education) by promoting lifelong learning and SDG 9 (Industry, Innovation, and Infrastructure) by encouraging advancements within the healthcare sector.

• Clinical Medicine: Pursuing continuing medical education (CME) to enhance clinical expertise, directly contributing to the quality of care under SDG 3.
• Teaching and Medical Education: Engaging in educational roles to train the next generation of healthcare professionals, a key component of SDG 4.
• Health Systems Leadership and Administration: Developing skills to manage and improve health systems, which builds resilient infrastructure as targeted by SDG 9.
• Entrepreneurship: Fostering physician-led innovation to create new health solutions and improve practice models, aligning with SDG 9.
• Research: Advancing medical knowledge to improve health outcomes for all.
• Community Engagement: Strengthening the partnership between healthcare providers and the communities they serve, reflecting the spirit of SDG 17 (Partnerships for the Goals).

Implementation Framework for Organizational Support

Facilitating Dialogue and Goal Setting

Organizational leaders have a responsibility to initiate and maintain dialogue with physicians regarding their professional aspirations. Regular performance reviews and informal check-ins should be utilized to align individual goals with organizational objectives and broader public health missions. These conversations are a practical step toward creating decent work (SDG 8).

Suggested questions to facilitate these discussions include:

1. Where do you see yourself in three to five years?
2. Outside of taking care of patients, what activities or pursuits excite you?
3. We always need to improve how our practice works. Are there areas of improvement you would like to work on with others?
4. Are there aspects of health care delivery that you want to learn more about (for example, value-based care or population health)?

Structural Mechanisms for Fostering Growth (SDG 8 & SDG 4)

To translate dialogue into action, healthcare organizations must implement structural supports that enable professional development. These mechanisms are crucial for establishing decent work environments (SDG 8) and providing access to quality education and training (SDG 4).

• Create Alternate Career Tracks: Establish formal pathways with titles such as “master clinician” or “master educator” to recognize and reward diverse contributions.
• Sponsor Advanced Training: Provide support for leadership programs or advanced degrees (e.g., MBA, MHA, MPH) to equip physicians with skills for systemic improvement.
• Promote Mentorship: Implement coaching and mentoring programs to support career navigation, particularly for early-career physicians.
• Allocate Protected Time and Budget: Ensure adequate funding and protected time for physicians to engage in CME, quality improvement projects, and other non-clinical professional activities.
• Recognize Achievements: Formally acknowledge professional milestones, such as academic promotions and tenure, to reinforce the value of these contributions.

Advocating for Systemic Change and Resource Allocation

Securing Leadership Buy-in and Financial Commitment

A compelling case must be made to senior leadership for the strategic importance of investing in physician development. This includes allocating dedicated budget lines for non-clinical professional activities. For example, a practice could set aside a full-time equivalent (FTE) of physician administrative effort, which can be distributed among multiple physicians to pursue development opportunities. Such an investment is not merely an expense but a strategic imperative for achieving organizational goals and contributing to the global agenda for sustainable health and well-being. By supporting its workforce, the healthcare sector directly invests in the resilience required to achieve SDG 3 and the principles of decent work outlined in SDG 8.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being

  The article’s central theme is physician burnout, a critical issue affecting the mental and emotional well-being of healthcare professionals. It directly addresses the health of the medical workforce, stating that “nearly half of the nation’s physicians still saying they are experiencing burnout.” By focusing on solutions to mitigate this, the article aligns with ensuring healthy lives and promoting well-being.

• SDG 4: Quality Education

  The article extensively discusses the importance of continuous professional development for physicians as a key strategy to combat burnout. It highlights the need for lifelong learning opportunities, such as “attending CME [continuing medical education] conferences,” pursuing “leadership training programs,” and obtaining advanced degrees like an “MBA, MHA or MPH.” This focus on ongoing education and skill development connects directly to SDG 4.

• SDG 8: Decent Work and Economic Growth

  The article explores the work environment of physicians, emphasizing the need for them to feel “engaged, happy and productive.” It links feeling valued to lower burnout rates and discusses creating better working conditions through “protected time” for development and support from leadership. This aligns with promoting sustained, inclusive economic growth and decent work for all, as a burnt-out workforce is neither productive nor sustainable.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 3: Good Health and Well-being

   • Target 3.c: Substantially increase health financing and the recruitment, development, training and retention of the health workforce. The article’s focus on professional development, preventing burnout, and making physicians feel valued are all strategies aimed at the “development, training and retention of the health workforce.” A failure to do so leads to physicians leaving the profession, undermining the workforce.

2. SDG 4: Quality Education

   • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The article advocates for organizations to “provide sponsorship for business administration training or MBA, MHA or MPH degree programs,” directly addressing access to tertiary and vocational education for professionals.
   • Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. The article identifies key areas for skill development, including “health systems leadership and administration,” “research,” and “entrepreneurship,” noting a rising interest in the latter among younger physicians.

3. SDG 8: Decent Work and Economic Growth

   • Target 8.5: By 2030, achieve full and productive employment and decent work for all. The article’s goal to keep physicians “engaged, happy and productive” and to ensure they feel valued directly contributes to the concept of “decent work.”
   • Target 8.8: Protect labour rights and promote safe and secure working environments for all workers. Physician burnout is a symptom of a work environment that is not psychologically safe or secure. The strategies proposed, such as providing protected time and leadership support, are aimed at creating a safer, more sustainable working environment.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicators for SDG 3 (Good Health and Well-being)

   • Percentage of physicians reporting burnout: The article explicitly states that “nearly half of the nation’s physicians still saying they are experiencing burnout.” This is a direct, measurable indicator of the health workforce’s well-being.
   • Percentage of professional time dedicated to professional interests: The article suggests that “spending at least 20% of your professional time pursuing your professional interests can both stave off and lessen burnout.” This provides a quantifiable metric to track.

2. Indicators for SDG 4 (Quality Education)

   • Budget allocation for professional development: The article recommends creating an “adequate budget for CME” and setting aside “1.0 full-time equivalent (FTE) of physician administrative effort” for development activities. This financial and time-based allocation is a clear indicator of an organization’s commitment.
   • Enrollment in training and degree programs: The suggestion to “create or encourage enrollment in internal or external leadership training programs, or provide sponsorship for… MBA, MHA or MPH degree programs” implies that the number of physicians participating can be tracked as an indicator of progress.

3. Indicators for SDG 8 (Decent Work and Economic Growth)

   • Physician satisfaction/feeling valued scores: The article states that “Whether or not physicians felt valued turned out to be very highly linked to their burnout rates.” This feeling can be measured through surveys and used as an indicator of a decent work environment.
   • Physician retention rates (Implied): The article contrasts the old expectation of a “40 years” career with the current reality. Reducing burnout and improving the work environment are intended to improve retention, making it a key, albeit implied, indicator of success.

4. Summary Table of Findings

Source: ama-assn.org