Medical School Strategies to Address Student Well-Being: A National Survey. (June 2019)

• Record Type: Journal Article
• Authors: Dyrbye, Liselotte N.; Sciolla, Andres F.; Dekhtyar, Michael; Rajasekaran, Senthil; Allgood, J. Aaron; Rea, Margaret; Knight, Allison P.; Haywood, Antwione; Smith, Stephen; Stephens, Mark B.
• Is Part Of: Academic medicine. Volume 94:Number 6(2019)
• Publication Date: 2019-06
• Subjects: Medical education -- Periodicals; Medical policy -- Periodicals; Medical personnel -- Periodicals; Periodicals; 610.711
• DOI: 10.1097/ACM.0000000000002611
• Languages: English
• ISSNs: 1040-2446

Abstract

Abstract : Purpose: To describe the breadth of strategies U.S. medical schools use to promote medical student well-being. Method: In October 2016, 32 U.S. medical schools were surveyed about their student well-being initiatives, resources, and infrastructure; grading in preclinical courses; and learning communities. Results: Twenty-seven schools (84%) responded. Sixteen (59%) had a student well-being curriculum, with content scheduled during regular curricular hours at most (13/16; 81%). These sessions were held at least monthly (12/16; 75%), and there was a combination of optional and mandatory attendance (9/16; 56%). Most responding schools offered a variety of emotional/spiritual, physical, financial, and social well-being activities. Nearly one-quarter had a specific well-being competency (6/27; 22%). Most schools relied on participation rates (26/27; 96%) and student satisfaction (22/27; 81%) to evaluate effectiveness. Sixteen (59%) assessed student well-being from survey data, and 7 (26%) offered students access to self-assessment tools. Other common elements included an individual dedicated to overseeing student well-being (22/27; 82%), a student well-being committee (22/27; 82%), pass/fail grading in preclinical courses (20/27; 74%), and the presence of learning communities (22/27; 81%). Conclusions: Schools have implemented a broad range of well-being curricula and activities intended to promote self-care, reduce stress, and build social support for medical students, with variable resources, infrastructure, and evaluation. Implementing dedicated well-being competencies and rigorously evaluating their impact would help ensure appropriate allocation of time and resources and determine if well-being strategies are making a difference. Strengthening evaluation is an important next step in alleviating learner distress and ultimately improving student well-being. Abstract : Supplemental Digital Content is available in the text.