Medical students describe their wellness and how to preserve it

Abstract

Background Despite widespread efforts to create wellness programming in medical schools, there is a paucity of literature examining students’ perception of wellness and perceptions of these programs. With the inaugural class at the Arizona campus of Mayo Clinic Alix School of Medicine (MCASOM-AZ), an opportunity arose to establish an empirically evaluated wellness curriculum that most inclusively and effectively enables medical students to flourish for years to come. The initial wellness offerings included mental health, academic success, and disability services, curriculum-embedded seminars, wellness committee driven programming, and student-proposed wellness activities. We aimed to improve the relevance and impact of medical school wellness curricula by soliciting in-depth and longitudinal perspectives of medical students themselves. As MCASOM-AZ opened in 2017, the student body at the time of study consisted of first- and second-year medical students. Methods Employing a mixed methods analysis of qualitative and longitudinal quantitative data, first- and second-year students at a MCASOM-AZ were invited to respond to an anonymous, online year-long survey (baseline, six months and 12 months) during the 2018–2019 academic year and participate in a structured, in-depth and in-person, peer-to-peer interview about their conceptions of wellness and the MCASOM-AZ wellness curriculum and resources. Qualitative data was coded for themes using thematic analysis strategies by independent raters. Results Nearly half of eligible students completed the baseline survey,1/3 completed all 3 time-points, and 1/5 participated in an in-depth interview. Participant age, gender, and year of school were representative of the larger student body. Although individual conceptions varied, Wellness was consistently highly valued. Family, Academic Performance, and Friends emerged as most important to well-being across time-points. Academic work arose as the largest barrier to wellness. Analysis of qualitative data revealed five themes. Despite individual differences in approaches to wellness, wellbeing was interrelated to the learning environment; mandatory wellness efforts that didn’t address the medical culture met with skepticism. Conclusions Interview responses provided understanding and context by which to interpret questionnaire responses. Academics was critical to students’ identity and wellness, while also the largest barrier. Suggested curricular improvements include restructuring academic work, seamlessly integrating wellness within coursework, and offering optional individualized approaches.

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“…Increased awareness of professional burnout, depression among doctors, and mental health problems beginning during their college years has focused researchers' attention on the mental well-being of medical students (Chatterjee et al, 2022). According to research, medical students are more likely to suffer from mental illness, substance abuse and professional burnout compared to other students (Klein & McCarthy, 2022).…”

Medical students’ perspectives on a longitudinal wellness curriculum: a qualitative investigation

“…19,23,28,29 Skills-based longitudinal wellness curricula have emerged as a new area of intervention, but there is scant research exploring their effectiveness and medical students' valuation of them. 1,30,31 In a recent mixed-methods study conducted at the Mayo Clinic Alix School of Medicine-AZ, an examination of their multifaceted wellness curriculum, including curriculum-embedded seminars, a wellness committee, student-driven programming, and mental health services, was undertaken. 30,31 The results outlined in the initial publication of this study indicated a decrease in perceived stress and an increase in overall well-being over the course of the academic year, with no significant difference in outcomes between medical students who participated in the wellness curriculum and those who did not.…”

“…1,30,31 In a recent mixed-methods study conducted at the Mayo Clinic Alix School of Medicine-AZ, an examination of their multifaceted wellness curriculum, including curriculum-embedded seminars, a wellness committee, student-driven programming, and mental health services, was undertaken. 30,31 The results outlined in the initial publication of this study indicated a decrease in perceived stress and an increase in overall well-being over the course of the academic year, with no significant difference in outcomes between medical students who participated in the wellness curriculum and those who did not. 30 Furthermore, students' responses revealed that unscheduled time (e.g., protected time away from academic activities) had the most significant impact on their well-being, followed by student-led activities as the second-most influential factor.…”

Using a literary and arts magazine to promote mental health and wellness among trainee healthcare professionals: lessons from a Canadian student-led project

“… 1 , 2 Although these efforts are laudable, trainees can feel uncomfortable with structured wellness activities that are embedded in the curriculum, as individual definitions of mental wellness are heterogeneous. 4 Thus, there is a preference among trainees for student-led wellness activities, which tend to emphasise a diverse conceptualisation of mental wellness. 4 In this light, student-led wellness activities are one of many tools that can facilitate healthy coping via the safe discussion and normalisation of mental health struggles.…”

“… 4 Thus, there is a preference among trainees for student-led wellness activities, which tend to emphasise a diverse conceptualisation of mental wellness. 4 In this light, student-led wellness activities are one of many tools that can facilitate healthy coping via the safe discussion and normalisation of mental health struggles. Ultimately, further research and system-level change are needed to address both the mental wellness crisis and the discomfort with formal wellness interventions among trainees.…”