Host: Welcome back. Our next guest is here to discuss what she calls a “silent crisis” in medical education. While we often hear about doctor and nurse burnout, she’s here to talk about what happens before that, a creeping, draining phenomenon she’s named “training fatigue.” Please welcome Adeola Folorunso, a healthcare professional. Adeola, thank you for being here. Thank you for having me. This is a conversation that’s urgently needed.
Host: Let’s start with the name. “Training fatigue.” It sounds different from burnout. What are we actually talking about?
Adeola Folorunso: Think of it as the precursor. Burnout is the house on fire. Training fatigue is the smoke alarm no one’s hearing, the gradual, quiet erosion of a student’s mind and spirit. It’s the cognitive fog that makes studying feel like wading through mud. It’s the emotional numbness that sets in when you’re surrounded by suffering. It’s watching your own motivation, the very thing that got you here, begin to flicker and dim.
Host: You followed a third-year medical student through this. What did you see?
Adeola Folorunso: I saw a brilliant student starting to unravel in slow motion. They were still getting top marks, but internally, they were questioning everything. A simple diagnosis felt like a mental marathon. Holding a patient’s hand felt like an emotional drain. They were performing perfectly, yet felt like an impostor. That disconnect is the hallmark.
Host: What’s causing this silent alarm to go off?
Adeola Folorunso: We identified three relentless pressures. First, Cognitive Overload: It’s not just the volume of information; it’s the constant, high-stakes multitasking. The brain has a working capacity, and we’re asking it to run a perpetual marathon.
Second, the Emotional Labor. These aren’t just students; they’re witnesses to trauma, fear, and grief, often without the tools to process it. They carry the weight of “first, do no harm” while terrified of making a mistake.
And third, the Systemic Pressures: The unspoken hierarchies, the ambiguous roles, the “eat-your-young” culture that still exists in some corners. When the institution itself doesn’t seem to support your well-being, the stress is compounded.
Host: This sounds inevitable. Is it?
Adeola Folorunso: Absolutely not. And that’s the most critical part of our finding. Training fatigue is modifiable. It is not a verdict; it’s a challenge we can meet. In our study, a targeted six-week intervention changed the trajectory entirely.
Host: What does intervention look like? Therapy? Less work?
Adeola Folorunso: It’s strategic reinforcement. We tackled all three dimensions. For the cognitive drain, we introduced structured reflective practice, not just more journaling, but focused goal segmentation. Breaking the mountain into climbable hills.
For the emotional toll, we built in micro-rest breaks and connected the student with a dedicated mentor and peer support group. It’s about creating moments of recovery and safe spaces to say, “This is hard.”
And for the systemic piece, we worked on reframing professional identity. We helped the student see self-doubt not as a sign of failure, but as an inevitable part of growth. The outcome wasn’t just survival; it was a return of enthusiasm, a renewed sense of purpose.
Host: Why should the average person care about a medical student’s fatigue?
Adeola Folorunso: Because that fatigued student is your future emergency room doctor, your surgeon, your pediatrician. A fatigued learner is more prone to error, more likely to lose compassion, and on a fast track to burnout and leaving the profession. This is a direct issue of patient safety and the future sustainability of our healthcare system. We are eroding our own care pipeline.
Host: So what’s the call to action? This feels bigger than individual students.
Adeola Folorunso: It is. Medical education can no longer be a gauntlet that weeded out the “weak.” That is an archaic and dangerous model. Institutions must embed wellness into the curriculum’s DNA, mandatory mentorship, training in cognitive load management, and emotional regulation skills. We must teach students how to navigate the system, not just survive it.
We must send a clear message: Training fatigue is not a weakness. It is a predictable human response to an extreme environment. Acknowledging it is the first step to building resilience.
Host: You end your work with a powerful phrase: “Confidence grows when I honor my journey.” What does that mean in this context?
Adeola Folorunso: It means the path to becoming a great, resilient physician isn’t about ignoring the struggle. It’s about honoring it. It’s about permitting oneself rest, to need support, to reflect. When we do that intentionally, with systemic support, we don’t just create skilled technicians. We nurture self-aware, compassionate, and enduring healers. We transform the journey from a crucible of burnout into one of sustainable growth.
Host: Adeola, thank you for sounding the alarm and offering a path forward. A fascinating and vital discussion.
Adeola Folorunso: Thank you.
