دورية أكاديمية
Medical students describe their wellness and how to preserve it.
| العنوان: | Medical students describe their wellness and how to preserve it. |
|---|---|
| المؤلفون: | Chatterjee K; Mayo Clinic Alix School of Medicine, Mayo Clinic, Scottsdale, AZ, USA. kchatt5@uic.edu.; Department of Psychiatry, University of Illinois at Chicago, Chicago, IL, USA. kchatt5@uic.edu., Edmonds VS; Mayo Clinic Alix School of Medicine, Mayo Clinic, Scottsdale, AZ, USA.; Department of Urology, Mayo Clinic, AZ, Phoenix, USA., Girardo ME; Department of Quantitative Heath Sciences, Mayo Clinic, Phoenix, AZ, USA., Vickers KS; Department of Psychiatry & Psychology, Mayo Clinic, Rochester, MN, USA., Hathaway JC; Office of Patient Education Research, Mayo Clinic College of Medicine and Science, Rochester, MN, USA., Stonnington CM; Department of Psychiatry and Psychology, Mayo Clinic, Scottsdale, AZ, USA. |
| المصدر: | BMC medical education [BMC Med Educ] 2022 Jun 28; Vol. 22 (1), pp. 510. Date of Electronic Publication: 2022 Jun 28. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE |
| أسماء مطبوعة: | Original Publication: London : BioMed Central, [2001- |
| مواضيع طبية MeSH: | Academic Performance* , Students, Medical*/psychology, Curriculum ; Humans ; Mental Health ; Schools, Medical |
| مستخلص: | 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. (© 2022. The Author(s).) |
| References: | BMC Med Educ. 2015 Aug 27;15:141. (PMID: 26311538) Teach Learn Med. 2016;28(2):174-82. (PMID: 27064719) JAMA. 2021 Nov 23;326(20):2005-2006. (PMID: 34724030) BMJ. 2004 Oct 2;329(7469):770-3. (PMID: 15459051) Acad Med. 2009 May;84(5):597-603. (PMID: 19704192) Int J Med Educ. 2018 Jan 12;9:1-6. (PMID: 29334480) Am Psychol. 2000 Jan;55(1):68-78. (PMID: 11392867) J Pain Symptom Manage. 2007 Dec;34(6):628-38. (PMID: 17703910) Med Educ Online. 2018 Dec;23(1):1530558. (PMID: 30286698) Med Educ Online. 2014 Aug 25;19:25209. (PMID: 25160716) Acad Med. 2010 Jan;85(1):103-10. (PMID: 20042835) J Gen Intern Med. 2013 Mar;28(3):421-7. (PMID: 23129161) J Occup Environ Med. 2016 Sep;58(9):868-73. (PMID: 27454399) BMC Med Educ. 2020 Aug 31;20(1):288. (PMID: 32867759) Qual Health Res. 2005 Nov;15(9):1277-88. (PMID: 16204405) J Gen Intern Med. 2008 Jul;23(7):964-8. (PMID: 18612725) Acad Med. 2006 Apr;81(4):354-73. (PMID: 16565188) JAMA. 2010 Sep 15;304(11):1173-80. (PMID: 20841530) Acad Med. 2002 Nov;77(11):1171-2. (PMID: 12431952) Med Educ. 2014 Apr;48(4):351-60. (PMID: 24606619) Mayo Clin Proc. 2015 Dec;90(12):1600-13. (PMID: 26653297) Acad Psychiatry. 2017 Apr;41(2):174-179. (PMID: 26976402) Teach Learn Med. 2022 Feb 02;:1-13. (PMID: 35107397) Acad Psychiatry. 2016 Feb;40(1):105-8. (PMID: 26742500) Acad Med. 2014 Apr;89(4):573-7. (PMID: 24556765) Teach Learn Med. 2017 Jul-Sep;29(3):237-246. (PMID: 28632007) Acad Psychiatry. 2015 Feb;39(1):80-4. (PMID: 24840666) J Grad Med Educ. 2014 Mar;6(1):78-84. (PMID: 24701315) Adv Med Educ Pract. 2016 Mar 02;7:125-35. (PMID: 27042156) Adv Health Sci Educ Theory Pract. 2018 Oct;23(4):767-782. (PMID: 29730708) Psychol Health Med. 2012;17(2):188-95. (PMID: 21781020) JAMA. 2016 Dec 6;316(21):2237-2252. (PMID: 27923091) Acad Psychiatry. 2016 Feb;40(1):55-62. (PMID: 26108394) Acad Med. 2013 Apr;88(4):535-40. (PMID: 23425993) Ann Intern Med. 2008 Sep 2;149(5):334-41. (PMID: 18765703) Acad Med. 2019 Feb;94(2):156-161. (PMID: 30134268) Acad Psychiatry. 2016 Feb;40(1):63-8. (PMID: 26223316) |
| فهرسة مساهمة: | Keywords: Education environment; Qualitative analysis; Student wellness; Undergraduate medical education; Wellness curriculum |
| تواريخ الأحداث: | Date Created: 20220628 Date Completed: 20220630 Latest Revision: 20220716 |
| رمز التحديث: | 20240628 |
| مُعرف محوري في PubMed: | PMC9241274 |
| DOI: | 10.1186/s12909-022-03552-y |
| PMID: | 35764972 |
| قاعدة البيانات: | MEDLINE |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1472-6920 |
|---|---|
| DOI: | 10.1186/s12909-022-03552-y |