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Concerns regarding rates of physician burnout and depression [1] have been given increasing attention in recent years given the impact these symptoms have on physicians themselves, as well as patient care [2]. In 2014, more than half (54.4%) of U.S. physicians reported experiencing at least one symptom of burnout [3], and while these rates have shown improvement in recent years (lowering to 42.9% in 2017 [4]), concerns still remain and the number of institutions allocating resources toward burnout prevention and wellness efforts appears to be on the rise [5]. Along with addressing physicians’ greater likelihood of developing “burnout syndrome” (exhaustion, depersonalization, and reduced personal accomplishment) [6], research has also addressed the specific burnout risks for medical students [7], medical faculty [8], and medical school staff [9]. Recent scholarly work has highlighted the importance of addressing burnout with multi-faceted organizational strategies [10-12]. Similarly, a growing body of outcomes research points to the utility of such curricula programming [13,14]. Adopting a tripartite approach that considers the synergistic factors pertaining to culture, efficiency of practice, and personal resilience has received particular attention [15]. While these encouragements are useful and justified, a key factor that has yet to be addressed is how best to present such curricula and programming to ensure adequate participation from targeted audiences. Without such engagement, even medical schools and organizations that heed the call to hire a chief wellness officer [5] run the risk of seeing limited utilization of their wellness and burnout prevention programs compared to the rate of their implementation. Central to the idea of engagement is the issue of acceptability (i.e., the need to craft curricular and programmatic offerings in a way that is perceived at both an emotional and cognitive level as relevant, appealing, appropriate, and effective) [16]. One important aspect of acceptability is the use of language that is compelling to the intended audience [17]. As marketing science shows, behavior derives largely from the level of appeal one ascribes to what is being offered, which in large part is influenced by word choice [18,19]. Lexicon, then, is a powerful factor for influencing people to consider taking action. Along with being examined within medical humanism [20], a similar point was raised by Arnold et al. [21] in the context of communication curricula. Their encouragement, “...having the members of an educational community share responsibility for creating a lexicon may increase their investment in it and motivation to use it.” As Bohman et al. [15] suggest, a paradigm shift is needed to reject the “historic ‘iron doc’ culture” in medicine, which

journal of wellness

The Words We Use, the Actions We Take, and the Perceptions We Hold: First-step assessments to inform wellness curricula and burnout prevention programming