LIFE Curriculum

The LIFE curriculum (Learning to Address Impairment and Fatigue to Enhance Patient Safety), sponsored by the Duke University School of Medicine, is a case-based educational program designed to help graduate medical education programs, their residents, and faculty to prevent, identify and manage resident fatigue and impairment. The project is funded in part by a grant from the Josiah Macy, Jr. Foundation. (c.2005)

Boundary Violations

Objectives: (1) Outline strategies for prevention, detection, and intervention for boundary violations, (2) Contrast sexual violation and sexual impropriety, (3) Describe the inherent power differences that constitute the primary factor in boundary violations, (4) Analyze the role that the perceptions of both participants play in boundary violations, (5) Identify cultural diversity issues as they relate to the potential for misunderstanding in the physician/patient encounter, (6) Assist residents in understanding the difference between health demonstrations of empathy and actions that might be construed as boundary violations.

Disruptive Behavior

Objectives: (1) Define disruptive behavior, (2) describe the impact of disruptive behavior on the medical environment and the health care team, (3) Recognize the signs and symptoms of disruptive behavior, (4) Outline strategies to identify, intervene and manage disruptive behavior, and (5) Access resources to develop effective tools and responses.

Fatigue

Objectives: (1) Identify strategies that may prevent fatigue, (2) Identify an impaired resident, (3) Manage an impaired resident effectively, (4) Access appropriate referral resources.

Substance Abuse

Objectives: (1) List the five substances most commonly abused by physicians, (2) Recognize common indicators, signs, and symptoms of substance abuse in residents, (3) Describe the medico-cultural factors relative to substance abuse in physicians, (4) Anticipate the favorable treatment outcomes of substance abuse in physicians.