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Black doctors on white walls: Visual representation in medicine

We created a faculty development programme of virtual peer-led discussion groups for medical school faculty called CIRCLE groups (Colleague Involved in Reaching Colleagues through Listening and Empathy). The programme was delivered through synchronous virtual (talk groups) and asynchronous text-based (text groups) communication platforms. We obtained accreditation for Continuing Medical Education (CME) by highlighting the links between professional wellbeing and quality of care and evidence of benefits of peer discussion groups. Conferring CME credits represents a novel way to acknowledge the educational value of peer-based programmes to enhance professional well-being and is innovative for text-based activities. We offered the programme to faculty of two medical schools as open enrolment. The self-formed groups of five to nine individuals selected between meeting synchronously on a virtual platform for 1 h or communicating asynchronously over 1 week using an encrypted text messaging platform. Twice a month for 6 months, participants were e-mailed an evidence-informed topic and prompts to conduct discussions. Topics included meaning in medicine, adverse clinical outcomes, patient encounters, mindfulness, burnout and resilience, presented in context of COVID-19. Each topic conferred 1 h of CME credit. We encouraged participants to listen/read texts attentively, avoid trying to ‘fix’ their colleagues' problems, tolerate silence/pauses and uphold confidentiality. Demographic information was obtained through the schools' faculty affairs offices. A short online anonymous survey was administered at the beginning, mid-point and end of the programme including measures of interpersonal disengagement and professional fulfilment from the Professional Fulfillment Index by Trockel et al (2018). We conducted focus groups about participants' experiences.