Gia Merlo
Clinical Professor, Nursing & Psychiatry
Senior Advisor on Wellness
gia.merlo@nyu.edu
1 212 998 5323
433 First Ave
New York, NY 10010
United States
Gia Merlo's additional information
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Gia Merlo, MD, MBA, Med, DipABLM, FACLM is a clinical professor of nursing and Senior Advisor on Wellness, a clinical professor of psychiatry at the NYU Grossman School of Medicine, and a fellow of the American College of Lifestyle Medicine. Merlo recently published a textbook Lifestyle Nursing (Taylor & Francis/CRC Press, August 2022) that expands Lifestyle Medicine (an evidence-based approach in preventing, treating, and oftentimes, reversing chronic diseases) to Nursing. Her first book, Principles of Medical Professionalism (Oxford University Press, 2021), stresses the importance of physician wellness, the need to address the social determinants of health, as well as the need to address chronic diseases with prevention. Merlo is the Associate Editor of the American Journal of Lifestyle Medicine. She is a contributing author of the American College of Lifestyle Medicine (ACLM) curriculum Lifestyle Medicine 101 and of the board review course, Foundations to Lifestyle Medicine.
Merlo's current book projects include Medical Professionalism: Theory, Education, and Practice (Oxford University Press, expected 2023), Lifestyle Psychiatry: Through the Lens of Behavioral Medicine (Taylor & Francis/CRC Press, expected 2023), A Handbook of Lifestyle Nursing (expected 2023).
Merlo is a part of the Psychiatry Faculty Group Practice at NYU Grossman School of Medicine and sees patients at NYULangone Health Psychiatry, 1 Park Avenue, New York, NY. She completed her Master of Education in Health Professions at Johns Hopkins University School of Education in August 2022 and is currently an Adjunct Faculty at Johns Hopkins helping students in the program complete their capstone projects.
Merlo has served on the board of directors of many nonprofits over the years and is currently on the board of directors of Plant-Powered Metro of New York (PPMNY) and the advisory board of the Global Positive Health Institute (GPHI). She is chair of the Mental and Behavioral Health Member Interest Group of the ACLM. She has been involved in clinician care and medical education for nearly 30 years in professional development and mental health, particularly for healthcare professionals.
Before joining NYU, Merlo was an associate dean of health professions at Rice University. She also taught medical students, residents, and fellows at Baylor College of Medicine, where she was a 2017-19 Master Teacher Fellow. She has served on the faculty at the University of Pennsylvania School of Medicine, Baylor College of Medicine, Rice University, Texas Children’s Hospital, and Children’s Hospital of Philadelphia.
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MD - Nagarjuna UniversityMBA - Temple UniversityMEd - John Hopkins University
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Academy of Professionalism in Health CareAmerican Academy of Child and Adolescent PsychiatryAmerican College of Lifestyle MedicineAmerican Medical AssociationAmerican Psychiatric Association
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Faculty Honors Awards
Master Teacher Fellowship, Baylor College of Medicine (2019)Houston’s 50 Most Influential Women, Houston Women’s Magazine (2018)Favorite Professor Award, Rice University Scholar Athletes (2017)Fellowship, American Psychoanalytic Association (1997) -
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Publications
The Reflective Process
AbstractMerlo, G. (2021). In Principles of Medical Professionalism (1–). Oxford University Press. 10.1093/med/9780197506226.003.0002AbstractThe term “reflection” is often used informally with different meanings. This chapter lays out the core components of the reflective process that can be used as a tool for professional identity formation and lifelong learning and why and how reflection ought to be incorporated into daily practice. Reflective practice in healthcare education is an emerging topic with a substantial theoretical basis. Various theoretical frameworks of reflection are introduced, such as Schon’s concepts of reflection-in-action and reflection-on-action and Brookfield’s concept of critical reflection. These are used to question hegemonic assumptions in the field. Practical models for the reflective process are presented, including the Gibbs framework and the Kolb’s cycle of experiential learning. Team reflection supports bases for continued learning, problem-solving, improved patient outcome, and quality improvement initiatives. Narrative medicine focuses on treating patients as individuals with their own unique stories, and reflective writing is an important part of developing narrative competency.A Roadmap to Medical Professionalism
AbstractMerlo, G. (2021). In Principles of Medical Professionalism (1–). Oxford University Press. 10.1093/med/9780197506226.003.0001AbstractMedical professionalism is more than a demonstration of individual competencies. Becoming a member of the medical profession is not only about passing a set of milestones but also about embodying the values, behaviors, and identity of a physician through a process of professional identity formation. The major frameworks for medical professionalism, the process of professionalization, and the importance of socialization in medicine are discussed. The reader is encouraged to reflect on who they are and who they want to become. Thus, this chapter provides a roadmap to medical professionalism. Physicians have a fiduciary duty to act in the best interest of their patients and embrace lifelong learning.Spirituality, Religion, and Humanism
AbstractMerlo, G. (2021). In Principles of Medical Professionalism (1–). Oxford University Press. 10.1093/med/9780197506226.003.0013AbstractAs a humanistic, patient-centered approach to medicine becomes more accepted, physicians are moving from a purely objective, systematic approach to medicine toward a more holistic approach adapted to individual patients and their values and beliefs. While doctors are often uncomfortable discussing religion and spirituality with patients, some patients may actually benefit from the integration of these beliefs into the treatment process. While the terms are often used interchangeably, “religion” and “spirituality” have different meanings; religion refers to an organized system of beliefs, while spirituality relates to how individuals seek and express meaning in life through their connections to the self, others, nature, and the sacred. Religion or spirituality can improve treatment outcomes by providing patients with a more positive perspective, a greater sense of purpose, and healthier coping strategies. Prayer and meditation can inspire the relaxation response, which can improve many health indicators. The HOPE Questions for Spiritual Assessment and the FICA Spiritual History Tool are two methods that can be used to assess patients’ attitude toward the spiritual and how treatment should acknowledge these beliefs. Medical humanism encompasses many of these practices, because it is based on the idea that the physician should focus on the whole patient, including patients’ religious or spiritual beliefs.Stress, Burnout, and Coping Strategies
AbstractMerlo, G. (2021). In Principles of Medical Professionalism (1–). Oxford University Press. 10.1093/med/9780197506226.003.0010AbstractExcessive and prolonged stress can result in physician burnout. Burnout can compromise a physician’s ability to effectively meet the needs of patients, while also having adverse effects on personal health and well-being. Physicians are exposed to a tremendous number of stressors that arise from factors such as time and resource constraints, the complex hierarchy among medical professionals, malpractice claims, and “difficult” patients and treatments. Although burnout is currently considered to be mostly due to external causes, protective mechanisms that physicians can employ to shield themselves are explored. Hans Selye’s model of the general adaptation syndrome is one means that individuals cope with stress, along with Richard Lazarus’s transactional model of stress. Other coping strategies include problem-based coping, the ABC technique, and meditation and mindfulness. Several maladaptive responses may temporarily offer relief but can in the long run prove to be damaging. Finally, online and other digital stress-reduction programs are explored.Substance Use Disorders and the Impaired Physician
AbstractMerlo, G. (2021). In Principles of Medical Professionalism (1–). Oxford University Press. 10.1093/med/9780197506226.003.0012AbstractPatient safety is jeopardized when healthcare services are provided by physicians who suffer from substance use disorders (SUDs). When focusing on the problem of substance abuse and dependence among physicians, certain factors inherent in the medical field, such as long hours, the high-stress nature of the work, and the ease of access to drugs, make physicians more susceptible to abusing or becoming dependent on prescription drugs and alcohol. SUDs may differ in severity. The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (Washington, DC: American Psychiatric Association, 2013) provides three severity specifiers: mild, moderate, and severe. Severe SUDs are also known as addictive disorders. To make matters worse, a culture of silence exists among colleagues, who often seek to protect the compromised physician from the legal consequences of abusing drugs. Luckily, the compromised physician can be provided with an intense and individualized treatment regime through physician health programs that aim for rehabilitation over termination of employment.Teams in Medicine
AbstractMerlo, G. (2021). In Principles of Medical Professionalism (1–). Oxford University Press. 10.1093/med/9780197506226.003.0008AbstractTo effectively diagnose and treat patients, physicians must often cooperate, coordinate, and problem-solve with other healthcare workers. Successful teams in medicine define and work toward shared goals, employ the pertinent and appropriate qualifications of each member, and establish trust in other team members. Task-shifting passes certain roles onto other team members so that physicians can focus on their key areas of responsibility. A number of medical schools have adopted interprofessional education to train today’s physicians, but there are other strategies that are also being explored. Training modules such as Crew Resource Management and TeamSTEPPSTM are being adapted to the needs of the healthcare field. High-fidelity patient simulations are being used to replicate common situations encountered by healthcare workers. Also, many medical schools are using problem-based or team-based learning practices through which students work with one another to tackle and reason through clinical scenarios.Laying an Early Foundation: Lifestyle Medicine Pre-Professional Education (LMPP) Member Interest Group
AbstractMerlo, G., Tollefson, M., Dacey, M., Lenz, T., Luchsinger, M., Muscato, D., & Frates, E. P. (2020). American Journal of Lifestyle Medicine, 14(5), 474-482. 10.1177/1559827620913272AbstractJust as lifestyle medicine is the necessary foundation for true health care reform, lifestyle medicine competencies should be the foundation for health education. Although lifestyle medicine education may benefit a health professional at any stage in their education or career, evidence-based undergraduate lifestyle medicine education for future health professionals shifts the perspective of health and health care delivery. Educating health preprofessionals in associate, bachelor’s, master’s, and other preprofessional healthcare training programs is of paramount importance due to the interdisciplinary nature of lifestyle medicine. To accomplish this, American College of Lifestyle Medicine (ACLM) members can work collaboratively through committees, projects, and working groups—becoming leadership champions of change. An ACLM Pre-Professional Member Interest Group (LMPP) was created in 2018. LMPP has been working to build a national collaborative effort to amass, create, and distribute resources for educators in this pre-professional arena. Educating college students planning to become professionals outside the medical sphere, for example, lawyers, business people, artists, and engineers, will also benefit the field by introducing the power of nutrition, exercise, sleep, social connection, and stress resiliency during this formative state of career development. Pre-professional educational programs provide learners the opportunity to personally experience the power of lifestyle medicine.