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Wan DWJ, Goh LSH, Teo MYK, Loh CJL, Yak GHK, Lee JJH, Ravindran N, Abdul Rahman ND, Chiam M, Ong EK, Somasundaram N, Lim YY, Phua GLG, Krishna LKR. Enhancing self-care education amongst medical students: a systematic scoping review. BMC MEDICAL EDUCATION 2024; 24:37. [PMID: 38191374 PMCID: PMC10773141 DOI: 10.1186/s12909-023-04965-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Accepted: 12/11/2023] [Indexed: 01/10/2024]
Abstract
BACKGROUND Reports of emotional, existential and moral distress amongst medical students witnessing death and suffering of patients during their clinical postings have raised awareness on the need for better psycho-emotional support during medical school. Furthermore, the stress experienced by medical students stemming from the rigours of their academic curriculum underlines the need for greater awareness on mental health issues and better self-care practices across medical training. With such programmes lacking in most medical schools, we propose a systematic scoping review (SSR) to map and address our research question, "what is known about self-care education interventions amongst medical students?". METHODS We adopted the Systematic Evidence-Based Approach to guide a systematic scoping review (SSR in SEBA) of relevant articles published between 1st January 2000 and 30th June 2023 in PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus databases. The included articles were independently and concurrently thematically and content analysed, with complementary categories and themes combined using the Jigsaw Approach. The domains created from the Funnelling Process framed the discussion. RESULTS A total of 6128 abstracts were identified, 429 full-text articles evaluated, and 147 articles included. The 6 domains identified were definition, topics, pedagogy, influences, outcomes and assessment. Most interventions were promising, though peer-led mindfulness-based interventions showed most promise in enhancing engagement, positively impacting personal wellbeing, and improving patient care. Overall, however, self-care education was poorly recognized, adopted and integrated into curricula. CONCLUSION Greater dedicated time and conducive practice environments within medical school curricula is required to enhance medical student wellbeing. Host organizations must ensure faculty are appropriately selected to instil the importance of self-care, be trained to assess and personalize self-care interventions and provide longitudinal assessment and support. Further study into assessing self-care capabilities is required.
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Affiliation(s)
- Darius Wei Jun Wan
- Division of Palliative and Supportive Care, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
| | - Laura Shih Hui Goh
- Division of Palliative and Supportive Care, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
| | - Mac Yu Kai Teo
- Division of Palliative and Supportive Care, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
| | - Celestine Jia Ling Loh
- Obstetrics and Gynaecology, KK Women's and Children's Hospital (KKH), 100 Bukit Timah Road, Singapore, 229899, Singapore
- Duke-NUS Medical School, 8 College Road, Singapore, 169857, Singapore
| | - Gerald Hng Kai Yak
- Division of Palliative and Supportive Care, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
| | - Joanna Jing Hui Lee
- Division of Palliative and Supportive Care, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
| | - Nila Ravindran
- Division of Palliative and Supportive Care, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore
| | - Nur Diana Abdul Rahman
- Division of Cancer Education, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
| | - Min Chiam
- Division of Cancer Education, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
| | - Eng Koon Ong
- Division of Palliative and Supportive Care, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
- Duke-NUS Medical School, 8 College Road, Singapore, 169857, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
- Assisi Hospice, 823 Thomson Road, Singapore, 574627, Singapore
| | - Nagavalli Somasundaram
- Duke-NUS Medical School, 8 College Road, Singapore, 169857, Singapore
- Division of Medical Oncology, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
| | - Ying Yin Lim
- Division of Palliative Care, Alexandra Hospital, 378 Alexandra Rd, Singapore, 159964, Singapore
| | - Gillian Li Gek Phua
- Division of Palliative and Supportive Care, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore
- Duke-NUS Medical School, 8 College Road, Singapore, 169857, Singapore
- Lien Centre for Palliative Care, Duke-NUS Medical School, National University of Singapore, 8 College Rd, Singapore, 169857, Singapore
| | - Lalit Kumar Radha Krishna
- Division of Palliative and Supportive Care, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore.
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, 1E Kent Ridge Road NUHS Tower Block Level 11, Singapore, 119228, Singapore.
- Duke-NUS Medical School, 8 College Road, Singapore, 169857, Singapore.
- Division of Cancer Education, National Cancer Centre Singapore, 30 Hospital Boulevard, Singapore, 168583, Singapore.
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, Cancer Research Centre, University of Liverpool, 200 London Road L3 9TA, Liverpool, UK.
- Centre for Biomedical Ethics, National University of Singapore, Blk MD11, 10 Medical Drive, #02-03, Singapore, 117597, Singapore.
- PalC, The Palliative Care Centre for Excellence in Research and Education, Singapore, PalC c/o Dover Park Hospice, 10 Jalan Tan Tock Seng, Singapore, 308436, Singapore.
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Staples JK, Zapata S, Fredrickson M, Quinn HE, Cyr LR, Gavian ME, Rountree LD, Gordon JS. A mind‐body medicine curriculum for student peer counselors following a school shooting: A qualitative study. PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Affiliation(s)
- Julie K. Staples
- The Center for Mind‐Body Medicine Washington District of Columbia USA
| | - Stephanie Zapata
- Department of Biochemistry and Molecular & Cellular Biology Georgetown University Washington District of Columbia USA
| | | | - Hannah E. Quinn
- The Center for Mind‐Body Medicine Washington District of Columbia USA
| | | | | | - Laura D. Rountree
- Physical Education Department Marjory Stoneman Douglas High School Parkland Florida USA
| | - James S. Gordon
- The Center for Mind‐Body Medicine Washington District of Columbia USA
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Gerbarg PL, Cruz-Cordero YL, Conte VA, García ME, Braña A, Estape ES, Brown RP. Breath-Body-Mind Core Techniques to Manage Medical Student Stress. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231212056. [PMID: 37953880 PMCID: PMC10637144 DOI: 10.1177/23821205231212056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Accepted: 10/18/2023] [Indexed: 11/14/2023]
Abstract
Objectives This pilot study evaluated the feasibility of a live, interactive, synchronous, online, manualized intervention, Breath-Body-Mind Introductory Course (BBM-IC), for medical students. BBM-IC includes breathing, movement, and attention-focus techniques for stress management and better emotion regulation, energy, sleep, and mental focus. Methods Medical students attending a 2-h BBM demonstration were invited to participate in the 12-h BBM-IC and weekly 45-min 6-week group practice. Measures were obtained using Survey Monkey: patient health questionnaire (PHQ9), generalized anxiety disorder-7 (GAD-7), exercise-induced feeling inventory (EFI), sleep quality scale (SQS), and body perception questionnaire-short form (BPQ-SF) at pre-BBM-IC (T1), post-BBM-IC (T2), and 6 weeks post (T3). Perceived stress scale (PSS) and meditation practices questionnaire (MPQ) were measured at baseline (T1) only. Results Twelve medical students participated in BBM-IC 4-h daily for 3 days. Six attended practice sessions and completed 6-week post-tests. Mean scores comparison identified two variable sets with significant improvements: EFI tranquility (p < .005) and supradiaphragmatic reactivity (p < .040). Two measures reached near significance: SQS (p ≤ .060) and PHQ9 (p ≤ .078). Conclusion This pilot study provided preliminary evidence that BBM-IC may reduce stress and anxiety symptoms while improving mood, energy, mental focus, and other correlates of psychophysiological state in medical students. Taking time for self-care is challenging for medical students, as reflected in the small study enrollment. Designating time for BBM as a requirement within the medical curriculum would probably enable more students to participate and acquire skills to reduce the effects of stress on their physical and psychological health, as well as the health of their patients.
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Affiliation(s)
| | - Yaidy L Cruz-Cordero
- Student Programs Coordination Office, San Juan Bautista School of Medicine, Caguas, Puerto Rico
| | - Vincent A Conte
- Frank G. Zarb School of Business, Hofstra University, Hempstead, New York, USA
| | - Martha E García
- Health Humanities Program, San Juan Bautista School of Medicine, Caguas, Puerto Rico
| | - Angel Braña
- Student Programs Coordination Office, San Juan Bautista School of Medicine, Caguas, Puerto Rico
| | - Estela S Estape
- Research Center, San Juan Bautista School of Medicine, Caguas, Puerto Rico
| | - Richard P Brown
- Department of Clinical Psychiatry, Columbia University, Vagelos College of Physicians and Surgeons, New York, USA
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Sperling EL, Hulett JM, Sherwin LB, Thompson S, Bettencourt BA. Prevalence, characteristics and measurement of somatic symptoms related to mental health in medical students: a scoping review. Ann Med 2023; 55:2242781. [PMID: 37552776 PMCID: PMC10411307 DOI: 10.1080/07853890.2023.2242781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 07/22/2023] [Accepted: 07/27/2023] [Indexed: 08/10/2023] Open
Abstract
INTRODUCTION Somatic symptoms related to mental health in medical students are under-researched, with nothing on the topic being published in the United States in over three decades. This scoping review is the first of its kind to explore the prevalence, type and severity of somatic symptoms induced by stress, anxiety, depression and burnout amongst medical students, with the objective of describing the significance and breadth of this issue. METHODS PRISMA-ScR guidelines were used to guide this review. A comprehensive search was performed of 22 databases, followed by bibliographic and hand searching. Inclusion criteria were published, peer-reviewed articles with a sample of medical students and at least one measure of somatic symptoms related to mental health, in English or with an English-language translation. Excluded were review, companion and editorial articles. Coding was done by an experienced coder trained in systematic review techniques. Two authors reviewed each article. RESULTS Twenty-nine articles met inclusion criteria, representing 16 countries, 31 schools/teaching hospitals and 9,887 medical students. The prevalence of somatic symptoms ranged from 5.7 to 80.1%, and somatic symptoms were overwhelmingly found to be significantly correlated with mental ill-health. Somatic symptoms included back pain, neck pain, headaches, sleep disturbances and functional gastrointestinal disorders. Eleven different outcome measures were used, with varying degrees of validity and reliability, which were compared and assessed. CONCLUSIONS Somatic symptoms appear strongly correlated with mental ill-health in medical students, and are likely highly prevalent. This review highlights the need for further research on somatic symptoms of mental ill-health in medical students, particularly in the United States, and the addition of larger, multi-institutional cohorts to expand our understanding of prevalence, incidence and inciting factors of somatic symptoms. Longitudinal studies tracking somatic symptoms' effect on career trajectory and professional burnout levels are also needed. Finally, future research should explore interventions for reducing physical symptom burden in medical students.
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Affiliation(s)
- Edie L. Sperling
- Sinclair School of Nursing, University of Missouri, Columbia, MO, USA
- College of Osteopathic Medicine of the Pacific-Northwest, Western University of Health Sciences, Lebanon, OR, USA
| | - Jennifer M. Hulett
- Sinclair School of Nursing, University of Missouri, Columbia, MO, USA
- Ellis Fischel Cancer Center, University of Missouri, Columbia, MO, USA
| | | | - Sarah Thompson
- Sinclair School of Nursing, University of Missouri, Columbia, MO, USA
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Mohmand S, Monteiro S, Solomonian L. How are Medical Institutions Supporting the Well-being of Undergraduate Students? A Scoping Review. MEDICAL EDUCATION ONLINE 2022; 27:2133986. [PMID: 36268575 PMCID: PMC9590426 DOI: 10.1080/10872981.2022.2133986] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Medical students experience significant stress and impacts on mood due to multiple factors. Unmitigated stress impacts both physical and mental health while increasing the risk of unethical behavior. It is important for medical institutions to identify strategies that effectively reduce perceived stress and improve the well-being of their students. METHODS The authors undertook a scoping review of the literature to identify strategies implemented by medical educational programs to improve the well-being of medical students. RESULTS Of 1068 articles identified, 19 studies met the inclusion criteria. Interventions were categorized as mindfulness-based programs, reflection groups, curriculum changes, and 'miscellaneous.' All studies assessed outcomes of student stress/resilience, as well as additional domains including academic performance, mental health, and interpersonal skills. Some also assessed the acceptability of the intervention to students. CONCLUSIONS Despite the heterogeneity of interventions and outcome measures, a clear theme emerged that institutionally-provided strategies to promote student well-being tend to be effective when students opt into the program. It was noted that adding mandatory content or activities to a medical program without creating adequate space or support for it can have the opposite effect. Further high quality intervention studies involving randomization, blinding and rigorous controls are warranted.
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Affiliation(s)
- Shakila Mohmand
- Research Department, Canadian College of Naturopathic Medicine, Toronto, ON, Canada
| | - Sasha Monteiro
- Research Department, Canadian College of Naturopathic Medicine, Toronto, ON, Canada
| | - Leslie Solomonian
- Research Department, Canadian College of Naturopathic Medicine, Toronto, ON, Canada
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Forrest LL, Geraghty JR. Student-Led Initiatives and Advocacy in Academic Medicine: Empowering the Leaders of Tomorrow. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:781-785. [PMID: 35234719 DOI: 10.1097/acm.0000000000004644] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Trainees' value as effective leaders within academic medicine has been increasingly recognized. From their perspective as adult learners who enter medical education from diverse backgrounds, trainees offer significant value to the teaching, learning, and practice of medicine. As such, trainees have developed and led various successful initiatives throughout academic medicine. In this Invited Commentary, 2 medical students with national leadership roles provide their perspectives on how student-led initiatives and advocacy can help push academic medicine forward. The authors first provide an overview of the success of student-led initiatives throughout medical education as evidenced by the Trainee-Authored Letters to the Editor in this issue, highlighting the unique contributions and perspectives of trainees in the development and implementation of new initiatives or ways of thinking. Although trainees add value to many areas in academic medicine, here the authors highlight 4 current areas that align with Association of American Medical Colleges priorities: (1) public health emergencies including the COVID-19 pandemic; (2) equity, inclusion, and diversity; (3) wellness and resilience amongst trainees and health care providers; and (4) recent changes to the United States Medical Licensing Examination and the transition to residency. By sharing their experiences with student-led initiatives within each of these domains, the authors provide lessons learned and discuss successes and obstacles encountered along the way. Overall, there is a critical need for increased engagement of trainees in medical education. Empowering trainees now ensures the academic medicine leaders of tomorrow are prepared to face the challenges that await them.
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Affiliation(s)
- Lala L Forrest
- L.L. Forrest is a third-year medical student at the Frank H. Netter MD School of Medicine at Quinnipiac University, North Haven, Connecticut
| | - Joseph R Geraghty
- J.R. Geraghty is a third-year medical student in the Medical Scientist Training Program (MSTP) at the University of Illinois College of Medicine, Chicago, Illinois; ORCID: https://orcid.org/0000-0002-6828-4893
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Cheung EO, Kwok I, Ludwig AB, Burton W, Wang X, Basti N, Addington EL, Maletich C, Moskowitz JT. Development of a Positive Psychology Program (LAVENDER) for Preserving Medical Student Well-being: A Single-Arm Pilot Study. Glob Adv Health Med 2021; 10:2164956120988481. [PMID: 33614252 PMCID: PMC7868853 DOI: 10.1177/2164956120988481] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 11/15/2020] [Accepted: 12/23/2020] [Indexed: 12/30/2022] Open
Abstract
Background Mental health tends to worsen over the course of medical school, with steep declines in well-being in students' clerkship year (M3). Positive emotion promotes adaptive coping to stress and may help preserve medical student well-being. Objective This study describes the development of LAVENDER (Leveraging Affect and Valuing Empathy for Nurturing Doctors' Emotional Resilience), a program aimed at increasing positive emotion to preserve well-being in medical students. Methods We conducted a single-arm pilot of LAVENDER, a positive psychology intervention developed for medical students delivered in an interactive classroom format to a cohort of 157 third-year medical students at the Albert Einstein College of Medicine. Our primary outcome was the acceptability of LAVENDER. We also examined preliminary efficacy using measures of emotion, stress and burnout collected at each intervention session. Results LAVENDER showed good acceptability: 76% of participants agreed that the LAVENDER skills were useful and 72% agreed that they would recommend the LAVENDER program to others. Qualitative feedback suggested that medical students enjoyed the program and found the skills to be useful for coping with stress, but also reported the following barriers to engagement: lack of time to practice the skills, resistance to the mandatory nature of the wellness sessions, and difficulty integrating the skills in daily life. We did not find support for the preliminary efficacy of LAVENDER for improving medical student well-being in students' clerkship year. Participants showed decreases in positive emotion and increases in symptoms of burnout over the intervention period (ps < .01). Conclusion The current paper describes the development and a single-arm pilot test of LAVENDER, a positive psychology program tailored for medical students. Although we found preliminary evidence for the acceptability of LAVENDER, we did not find support for the preliminary efficacy. Lessons learned and next steps for the program are discussed.
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Affiliation(s)
- Elaine O Cheung
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois.,Osher Center for Integrative Medicine, Northwestern Medicine, Chicago, Illinois
| | - Ian Kwok
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - Allison B Ludwig
- Department of Family and Social Medicine, Albert Einstein College of Medicine, New York City, New York
| | - William Burton
- Department of Family and Social Medicine, Albert Einstein College of Medicine, New York City, New York
| | - Xinzi Wang
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - Neha Basti
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - Elizabeth L Addington
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois.,Osher Center for Integrative Medicine, Northwestern Medicine, Chicago, Illinois
| | - Carly Maletich
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois
| | - Judith T Moskowitz
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, Illinois.,Osher Center for Integrative Medicine, Northwestern Medicine, Chicago, Illinois
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Butcher MR, Thompson KM, Williams MK, Cooke BK, Merlo LJ. Assessment of Student Perspectives on Improving Wellness in Medical School: Qualitative Results from a Cross-Sectional Survey of Medical Students in Florida. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1067-1079. [PMID: 34584483 PMCID: PMC8464330 DOI: 10.2147/amep.s323332] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Accepted: 08/28/2021] [Indexed: 05/07/2023]
Abstract
PURPOSE Helping medical students maintain wellbeing has become an important concern, as many medical students report a decline in their mental health during the course of their training. To improve students' wellbeing, some schools have implemented wellness programs into their curricula. While there is growing research about the effectiveness of these programs, little is known about what medical students themselves desire to support their wellbeing. This study aimed to assess medical student perspectives regarding the most effective ways to promote wellness during medical school. PARTICIPANTS AND METHODS To address this gap in the literature, a survey was administered to medical students at the nine medical schools in the state of Florida. Participants included 864 medical students, whose anonymous responses were analyzed descriptively as well as qualitatively to determine major themes. RESULTS Students provided novel suggestions and recommendations, including ideas for curricular additions and changes, cultural changes within schools, promoting positive behaviors and extracurricular activities, and providing resources for students. CONCLUSION Based on the participants' responses, it is evident that wellness is an important issue to medical students and, given the variety of suggestions, schools should strongly consider what wellness changes to implement and whether participation in them should be mandatory. The results of this study will be a resource to medical schools and educators who are considering curricular changes to address medical student wellbeing.
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Affiliation(s)
- Monica R Butcher
- University of Florida College of Medicine, Gainesville, FL, 32611, USA
| | | | | | - Brian K Cooke
- University of Florida College of Medicine, Gainesville, FL, 32611, USA
| | - Lisa J Merlo
- University of Florida College of Medicine, Gainesville, FL, 32611, USA
- Correspondence: Lisa J Merlo University of Florida College of Medicine, PO Box 100256, 1149 Newell Dr, Gainesville, FL, 32611, USATel +1 352 294 4900 Email
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Novak BK, Gebhardt A, Pallerla H, McDonald SB, Haramati A, Cotton S. Impact of a University-Wide Interdisciplinary Mind-Body Skills Program on Student Mental and Emotional Well-Being. Glob Adv Health Med 2020; 9:2164956120973983. [PMID: 33282546 PMCID: PMC7686595 DOI: 10.1177/2164956120973983] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 09/21/2020] [Accepted: 10/10/2020] [Indexed: 12/26/2022] Open
Abstract
Background Positive effects of mind-body skills programs on participant well-being have
been reported in health professions students. The success seen with medical
students at this university led to great interest in expanding the mind-body
skills program so students in other disciplines could benefit from the
program. Objective The purpose of this study was to assess the effects of a 9-week mind-body
skills program on the mental and emotional well-being of multidisciplinary
students compared to controls. We also sought to determine if the program’s
effects were sustained at 1-year follow-up. Methods A cross-sectional pre-post survey was administered online via SurveyMonkey to
participants of a 9-week mind-body skills program and a control group of
students from 7 colleges at a public university from 2017–2019. Students
were assessed on validated measures of stress, positive/negative affect,
resilience, depression, anxiety, fatigue, sleep disturbance, mindfulness,
empathy, and burnout. Scores were analyzed between-groups and within-groups
using bivariate and multivariate analyses. A 1-year follow-up was completed
on a subset of participants and controls. Results 279 participants and 247 controls completed the pre-survey and post-survey
(79% response rate; 71% female, 68% white, mean age = 25 years).
Participants showed significant decreases in stress, negative affect,
depression, anxiety, sleep disturbance, and burnout, while positive affect,
resilience, mindfulness, and empathy increased significantly
(P < .05). Only sleep disturbance
showed a significant decrease in the control group. Follow-up in a subset of
participants showed that only mindfulness remained elevated at 1-year
(P < .05), whereas the significant
changes in other well-being measures were not sustained. Conclusion Participation in a 9-week mind-body skills program led to significant
improvement in indicators of well-being in multidisciplinary students. A
pilot 1-year follow-up suggests that effects are only sustained for
mindfulness, but not other parameters. Future programming should focus on
implementing mind-body skills booster sessions to help sustain the
well-being benefits.
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Affiliation(s)
- Brenna K Novak
- Center for Integrative Health and Wellness, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Anna Gebhardt
- Center for Integrative Health and Wellness, University of Cincinnati College of Medicine, Cincinnati, Ohio.,Ohio University Heritage College of Osteopathic Medicine, Athens, Ohio
| | - Harini Pallerla
- Department of Family and Community Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Susan Blocksom McDonald
- Department of Family and Community Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Aviad Haramati
- Department of Biochemistry, Molecular and Cellular Biology, Georgetown University School of Medicine, Washington, District of Columbia
| | - Sian Cotton
- Center for Integrative Health and Wellness, University of Cincinnati College of Medicine, Cincinnati, Ohio.,Department of Family and Community Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio
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