Abstract
BACKGROUND AND OBJECTIVES: Quiet quitting, or doing only the minimum work necessary for one's job, is a phenomenon in the work environment that has been discussed widely in popular media but only recently referenced in academic literature and not formally examined in the context of residency education. This study examined the concept of quiet quitting in residency education, gathering perspectives from leaders in family medicine residency programs. METHODS: Quiet quitting and similar concepts were presented at a workshop at the 2024 Residency Leadership Summit hosted by the American Academy of Family Physicians. Participant responses were collected during the workshop from approximately 250 attendees to gather perspectives on and experiences with these behaviors in their residency programs. Investigators independently coded responses using thematic analysis. RESULTS: Responses from 215 participants (approximate response rate=86%) identified disengagement, professionalism concerns, and strategic time usage as quiet quitting behaviors in residency. Contributing factors to quiet quitting reflected generational shift in work values, systemic issues, faculty modeling, and lack of training or work experience. Identified consequences were primarily negative and related to decreased physician competence and poorer quality of patient care. Proposed interventions included making systemic changes, establishing clear expectations and consequences, and bolstering well-being and resilience. CONCLUSIONS: This study provides residency leadership perspectives on quiet quitting in family medicine residency programs. Given the potential for negative consequences of quiet quitting on physician competence and patient care, developing a shared understanding of this phenomenon within residency education is important.