Assessment of Student Perspectives on Improving Wellness in Medical School: Qualitative Results from a Cross-Sectional Survey of Medical Students in Florida

Butcher, Monica; Thompson, Kathryn M.; Williams, Michelle; Cooke, Brian K.; Merlo, Lisa J.

doi:10.2147/amep.s323332

Cited by 14 publications

(12 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Career development covers activities to explore career paths as a prospective medical expert included four articles [25,39,52,60]. Additionally, there were 11 unspeci ed IEAs that could not be identi ed in the targeted articles [61][62][63][64][65][66][67][68][69][70][71]. Ten other nonclassi ed IEAs included counseling [72,73], teaching [3,74], mindfulness [75], professional exchanges [76], Asian-American-related EAs [77], video games [45], international exchanges [78], and distinction [52].…”

Section: Types Of Easmentioning

confidence: 99%

“…Most of them focused on negative states: stress and burnout [2,27,41,49,50,52,61,65,71,75], anxiety, and aggression [64,65]. Two papers investigated positive states: tolerance of ambiguity and uncertainty [48], and work-life balance [70]. EA participation alleviated the negative states and increased the positive states, except for one EA [37].…”

Section: Health System Science (Hss) Competencymentioning

confidence: 99%

See 1 more Smart Citation

Extracurricular Activities in Medical Education: An Integrative Literature Review

Kim

Jeong

Cho

et al. 2023

Preprint

View full text Add to dashboard Cite

Background: The importance of extracurricular activities (EAs) has been emphasized in medical education. These activities could enhance medical students’ emotional and physical health and afford them developmental opportunities. Despite the growing amount of research related to this theme, few studies review and synthesize the existing literature. This literature review aims to provide an understanding of the educational implications of EAs in medical colleges and constructs an integrated conceptual framework concerning their types and learning outcomes. Methods: An integrative literature review was conducted following Torraco’s method, which helped generate a new framework for the given topic. The authors utilized Scopus and PubMed as databases, using search terms “extracurricular,” “medical,” and “students.” Initially, titles and abstracts were screened to include relevant studies, and the researchers verified the eligibility of the articles by following the inclusion and exclusion criteria. Of the 263 articles identified, 64 empirical studies were selected for further review. Results: EAs in undergraduate medical education can be classified into direct extracurricular activities and indirect extracurricular activities, the latter of which is sorted into nine sub-categories. We identified seven main categories regarding the learning outcomes of EAs. In addition to general activities (e.g., pro-social activities, team sports), some distinctive activities such as research have been largely addressed in previous studies. The results of EAs were discussed in relation to academic growth, career development, and psychological experiences. Conclusions: This review identified the types and learning outcomes of EAs in the context of medical education, thereby suggesting ways to improve the quality of EAs and maximize their educational effects.

show abstract

Section: Types Of Easmentioning

confidence: 99%

Section: Health System Science (Hss) Competencymentioning

confidence: 99%

Extracurricular Activities in Medical Education: An Integrative Literature Review

Kim

Jeong

Cho

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…We appreciate the authors’ interest in our study, “Assessment of student perspectives on improving wellness in medical school: qualitative results from a cross-sectional survey of medical students in Florida,” 1 which explored student preferences and recommendations with regard to medical school wellness programming and resources. We agree with Gupta and Raymond 2 that student well-being should underpin all aspects of medical education, and we value the contribution of their unique perspectives as senior medical students from a different training environment.…”

Section: Dear Editormentioning

confidence: 99%

“…However, by surveying students from a variety of schools, we hoped to capture the full continuum of student needs and preferences, so that all medical schools could use this information as a framework from which to examine the adequacy of their existing resources and/or obtain feedback from their own students about resources that are potentially important but lacking within their school. In the absence of internal feedback, relative prioritization of these recommendations could be achieved by referring to Figures 2 and 3 in our paper, 1 which report the number of students who offered comments about each theme.…”

Section: Dear Editormentioning

confidence: 99%

Letter in Reply [Response To Letter]

Williams

Butcher

Merlo

2021

AMEP

Self Cite

View full text Add to dashboard Cite

“…

…”

mentioning

confidence: 99%

A Response to “Assessment of Student Perspectives on Improving Wellness in Medical School: Qualitative Results from a Cross-Sectional Survey of Medical Students in Florida” [Letter]

Gupta¹,

Raymond²

2021

AMEP

View full text Add to dashboard Cite

We read, with great interest, the paper by Butcher et al, assessing student perspectives on improving wellness in medical schools. 1 We believe that mental and physical wellbeing should underpin all educational programmes. As final-year medical students, we have observed and experienced the hardships that undergoing a medical degree can have. We commend the authors for addressing an often overlooked aspect of medical training and want to offer our perspectives and recommendations on their study.The study uses students from a variety of medical schools, which is useful in creating a representative sample, however the authors have not demonstrated the use of statistical methods to determine the necessary sample size. Additionally, as the authors themselves suggest, demographic data may be crucial in providing justifications for patterns in the results. A previous study by Hardeman et al has shown that female African American students have a higher risk of depressive symptoms than white, male counterparts. 2 This is just one of the many examples, with trends seen amongst gender groups and social classes. The authors could have gathered these data whilst maintaining anonymity by asking questions about race, parental income and area of upbringing. Perhaps, this would also allow for implementation of student-specific wellbeing strategies.The authors mention "Wellness resources" as part of their results. It may be pertinent to address the services that are already available at the Universities. From our own experience, many University facilities are either unknown to students or not easily accessible. By finding out what is already available, the study can help to improve these services or make additions based on student recommendations. Moreover, it may have been appropriate to find the barriers that students face in seeking help when their wellness deteriorates as recent studies have shown students who need help do not seek it even when it is readily available. 3 The authors provide an array of student perspectives, which are beneficial in seeing the extent of the issue. However, it may have been useful to prioritise the key needs of the students or the answers that were given most frequently. It is unlikely that all the suggestions can be implemented due to financial, timetabling and

show abstract

Assessment of Student Perspectives on Improving Wellness in Medical School: Qualitative Results from a Cross-Sectional Survey of Medical Students in Florida

Cited by 14 publications

References 49 publications

Extracurricular Activities in Medical Education: An Integrative Literature Review

Extracurricular Activities in Medical Education: An Integrative Literature Review

Letter in Reply [Response To Letter]

A Response to “Assessment of Student Perspectives on Improving Wellness in Medical School: Qualitative Results from a Cross-Sectional Survey of Medical Students in Florida” [Letter]

Contact Info

Product

Resources

About