Improvements in medical school wellness and career counseling: A comparison of one-on-one advising to an Advisory College Program

Succession planning for the first- and second-year career advisor is vital-as is faculty development for all clinical advisors to ensure that they have current information regarding both the curriculum and Match process, especially as residency selection becomes increasingly competitive. Enhancing the role of fourth-year students who serve as CE III mentors has the potential to prepare these students to be better teachers as residents.

show abstract

“…2 Medical schools have used various extracurricular approaches to career advising. [3][4][5] Approach…”

Section: Problemmentioning

confidence: 99%

A Career Exploration Program: An Effective Alternative to the Traditional Use of Faculty Advisors

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Other studies focussing on addressing medical student mental health, have explored the role of modifying grading approaches (Reed et al, 2011), improving student skills through mindfulnessbased educational programs (Hassed, Sierpina & Kreitzer, 2008; Hassed, DeLisle, Sullivan & Pier, 2009) or broader wellbeing and career advisory programs (Sastre et al, 2010). A recent systematic review of these various wellbeing-based interventions within the medical student population concluded that some specific learning environment interventions were found to be associated with improved wellbeing amongst students (Wasson et al, 2016).…”

Section: The Medical Student Journeymentioning

confidence: 99%

“…In particular, these changes to the course were found to be associated with significant reductions in self-reported stress, depressive and anxiety symptoms and significantly higher levels of community connection within the student body. This particular medical school is unique in its adoption of holistic curriculum-wide changes, though variations of these wellbeing-focused approaches have been adopted more broadly.Other studies focussing on addressing medical student mental health, have explored the role of modifying grading approaches (Reed et al, 2011), improving student skills through mindfulnessbased educational programs (Hassed, Sierpina & Kreitzer, 2008; Hassed, DeLisle, Sullivan & Pier, 2009) or broader wellbeing and career advisory programs (Sastre et al, 2010). A recent systematic review of these various wellbeing-based interventions within the medical student population concluded that some specific learning environment interventions were found to be associated with improved wellbeing amongst students (Wasson et al, 2016).…”

mentioning

confidence: 99%

‘Just What the Doctor Ordered’: Promoting Wellbeing with Medical Students

Sloan¹,

Clayman²

2018

JANZSSA

View full text Add to dashboard Cite

The tertiary student experience is not the same for all. Some students navigate the challenges of student life and flourish amidst stresses, whilst others experience considerable distress and disengage (Stallman, 2010;Larcombe et al., 2015). Much research has sought to identify what factors contribute to students' thriving at university and what constitutes a successful student. Medical students have long been thought of as 'successful' students with high academic attainments and abilities, however recent research suggests medical students experience higher rates of mental health distress and suicidal ideation compared to the broader student population (Rotenstein et al., 2016). In recognition of the challenges faced by medical students, in 2017 the Melbourne Medical School (MMS) developed a new proactive approach to student wellbeing through adopting a 'Health Promoting University' strategic model (Okanagan Charter, 2015). The overarching strategic model entails a stage-based process of program endorsement, implementation and evaluation; of which the MMS is currently half way through (Stage 4). The framework has facilitated the development of proactive individual interventions and group based programs, all designed in close consultation with medical students, and seeking to broaden the scope of what constitutes a successful medical student. This innovative approach to medical student health and wellbeing demonstrates a schoolwide, prevention-based approach to promoting student wellbeing. The authors detail the design, beginning stages of delivery, and future plans and aspirations for this evidence-based model of student wellbeing. Keywords Medical Students, Mental Health, WellbeingCommencing university: The big picture Commencing university has long been considered a stressful life transition for young adults, marked by complex changes in social, emotional and academic domains (Gerdes & Mallinckrodt, 1994). This transition represents more than just a discrete or acute life change, but rather a series of life stressors and adjustment difficulties manifesting over the course of university life (Lu, 1994). Some of the stressors associated with this transition include establishing greater levels of independence in the midst of increased levels of social instability, as well as changes in both the quantity and quality of social relationships (Larose & Boivin, 1998;Tanner, 2006). Furthermore the university context involves a range of unique stressors including: increased study load, academic pressures (i.e., pressure to achieve good grades and graduate), studying in a more self-directed manner, and learning in an environment that is largely unfamiliar (Chemers, Hu & Garcia, 2001;Jones & Frydenberg, 1998). Students are often also juggling the broader developmental tasks and responsibilities associated with their age period, such as establishing independence from primary care givers and consolidating a sense of self-identity (Havighurst, 1972;Mattanah, Lopez & Govern, 2011). Given these challenges, commencing u...

show abstract

“…Students' Academic Advising Inventory: This tool was adopted from [14].It is a self-reported questionnaire to measure student satisfaction with academic advising process. It covers the following three areas: (1) nature of advising relationship, which consists of two questions, (2) activities that takes place during advising session, it consisted of twelve questions and (3) student' satisfaction of academic advising, it consisted of ten questions.…”

Section: 4datacollection Toolmentioning

confidence: 99%

Relationship between Students' Satisfactions of Academic Advising and Students' Success

Saad¹,

Elhadary²,

Hamed³

2017

IOSR JNHS

View full text Add to dashboard Cite

Improvements in medical school wellness and career counseling: A comparison of one-on-one advising to an Advisory College Program

Cited by 36 publications

References 25 publications

A Career Exploration Program: An Effective Alternative to the Traditional Use of Faculty Advisors

A Career Exploration Program: An Effective Alternative to the Traditional Use of Faculty Advisors

‘Just What the Doctor Ordered’: Promoting Wellbeing with Medical Students

Relationship between Students' Satisfactions of Academic Advising and Students' Success

Contact Info

Product

Resources

About