Professional burnout among medical professionals, a syndrome comprised of emotional exhaustion, depersonalization, and decreased professional efficacy, has important implications for patient care.  With correlations to negative patient care outcomes, burnout has emerged equal in importance to other clinical competencies addressed in current health education curriculum.  For this reason, medical science programs may integrate strategies to maintain medical professional well-being into curriculum.  Individual wellness instruction has been implemented into many medical science education programs in an effort to prioritize self-care practices and combat the escalating problem of student and professional burnout.  Mindfulness, the practice of moment by moment awareness without judgement, has demonstrated correlations with decreased stress, increased empathy, and decreased levels of compassion fatigue and burnout.  Additionally, aspects of organizational climate have been associated with better employee coping and less burnout.  Finally, enhanced team culture and quality of leadership has correlated with lower emotional exhaustion and burnout, and higher job satisfaction among medical professionals.  As such, medical science curriculum may integrate aspects of both individual and organizational-level interventions to support professional well-being.  Fortunately, accreditation mandates across medical professions support integration of such material into medical science curriculum.