Optimizing teaching efficiency in the neuro-ophthalmology clinic

Physician educators are essential in the development of the next generation of physicians. Mentors can have a profound impact on the patient care of future patients whom their mentees will serve. Thus, the potential impact of mentorship can extend far beyond the individual learner and hopefully generate a sustainable pipeline effect on future healthcare systems and care. Physician educators and mentors must balance a wide range of roles and responsibilities including research, mentorship, and administrative obligations with the time and effort needed to be a good mentor. In addition to their role as an academic physician, mentors must manage their core clinical commitments and teaching in the clinical environment is often impeded by obstacles (e.g., time constraints, resource allocation, bureaucratic and administrative tasks, patient-related challenges). These challenges to mentorship can lead to physician burnout at the professional and personal level (e.g., relationship conflicts, mental and physical health barriers). Burnout presents an existential threat to mentorship in both teaching and learning. The competing demands on physician educators and mentors, in combination with concerning levels of burnout among many physicians, highlight the need to optimize the teaching (and learning) process in the clinic, as well as address the underlying causes of physician burnout. In this manuscript, we highlight potential best practices for optimizing teaching efficiency in the neuro-ophthalmology clinic that we hope will be generalizable to teaching and learning in ophthalmology in general. We believe that personal and professional fulfillment can be built through mentorship, teaching, incorporating time management tools, and prioritizing mental and physical well-being.