Impact of a Fitness Intervention on Medical Students

Morris, Amanda; Do, David; Gottlieb-Smith, Rachel; Ng, Julie; Jain, Amit; Wright, Scott M.; Shochet, Robert B.

doi:10.1097/smj.0b013e318273a766

Cited by 15 publications

(13 citation statements)

References 18 publications

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“…In order to study effectively, it is essential for a medical student to have physical and mental fitness to cope with the study demands. 24 At the same time, the medical school should also be equipped with good support services for early intervention when a student seeks or identifies with deterioration in the study progress. 25 The proposed module will provide exposure on physical and mental fitness and suggested practices, early signs of deteriorations in mental fitness and the available support services for early intervention offered by the school for student welfare and wellbeing.…”

Section: Mental Fitnessmentioning

confidence: 99%

WITHDRAWN: Effective Learning, Leadership and Professionalism Series (ELLPS) nurturing early clinical year development: Transformation based on medical students’ feedbacks.

Nor

Ismail

Rahman

et al. 2020

Preprint

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Objective To develop an improved early clinical year development programme based on undergraduate medical students’ feedback on the existing programme. Design A one-day evaluation workshop on existing early clinical year development programme was conducted in September 2018 based on a semi-structured qualitative feedback comprising four domains which were the 1) organisation 2) overall programme content 3) comments on each topic content and 4) suggestions on the improvement for future programmes. The domain on comments and suggestions examine the attitudes on 1) what should be learnt 2) when learning should occur 3) what methods should be used 4) how learning should be assessed and 5) what kind of students’ barriers are in such development programme throughout their early clinical years. Participants A total of 220 first-year undergraduate medical students in Year 1 MBBS programme attended the workshop. Results A total of 211 (95.9%) medical students have participated in the feedback survey. Majority of students (more than 80%) were satisfied with the overall programme. Fifty students (23.7%) have provided their comments and suggestions for future improvement. Three domains emerged: 1) effective learning 2) leadership and 3) professionalism encompass eight inter-related themes: 1) packed sessions 2) interactive session 3) learning style 4) critical thinking 5) student-centred learning 6) innovative learning 7) mental fitness and 8) sharing session. Conclusions An improved early clinical year development programme is proposed based on the first-year undergraduate medical students’ feedbacks. It is a transformation to a student-based curriculum with the integration of advanced use of information technology and management education. These findings offer insights into the students’ view of future doctors’ development in effective learning, leadership and professionalism in the clinical context.

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Section: Mental Fitnessmentioning

confidence: 99%

WITHDRAWN: Effective Learning, Leadership and Professionalism Series (ELLPS) nurturing early clinical year development: Transformation based on medical students’ feedbacks.

Nor

Ismail

Rahman

et al. 2020

Preprint

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“…Esto refuerza la importancia de la actividad física y control del peso corporal como factores protectores de la CV, estando ambas variables relacionadas entre ellas 26 . Intervenciones que promueva la actividad física y evitar el sobrepeso y obesidad podrían afectar positivamente el bienestar y desempeño académico 27,28 .…”

Section: Discussionunclassified

“…De un total de 856 estudiantes de Medicina, 411 (48%) completaron la encuesta, de los cuales el 50,6% correspondió al sexo femenino. La edad promedio de la muestra fue 22 ± 2,39 años (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35) En salud física destaca un puntaje significativamente menor en los Cursos Clínicos al compararlos con los Internados, observándose una mayor diferencia en la satisfacción respecto al sueño (33 vs 45 puntos) (Tablas 2 y 3).…”

Section: Características Generalesunclassified

¿Cómo es la calidad de vida reportada por los estudiantes de Medicina?

et al. 2018

Rev. méd. Chile

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Quality of life scores among 411 medical students Background: The high academic burden may hamper the quality of life of medical students. Aim: To evaluate the quality of life (QOL) for medical students attending a Chilean university. Material and Methods: Four hundred eleven medical students aged 22 ± 2 years (51% women), studying in Santiago, Chile, answered online a validated Spanish version of the WHOQOL-BREF quality of life survey (scored from 0 to 100). Overall scores were assessed for the questionnaire domains Physical health, Psychological health, Interpersonal relationships, and Environment. Results: The global scores were 65.1 for Physical health, 63.1 for Psychological health, 61.3 for Interpersonal relationships and 67.2 for Environment. Students in clinical practice, females, those with sedentary behaviors and consuming modafinil had lower Physical health scores. Students coming from outside Santiago, with sedentary behaviors and who consumed modafinil had poorer Psychological health scores. Students coming from outside Santiago, males and those with sedentary behaviors had Lower Interpersonal relationship scores. Environment scores were also lower among students who were sedentary or from outside Santiago. Conclusions: The variables that had a greater negative impact in the quality of life of these students were the transition from theoretical courses to clinical practice, being from outside Santiago, being overweight or obese and consuming modafinil. Students that were physically active had better quality of life scores.

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“…In response, medical schools have begun implementing mandatory and/or optional programming to protect and promote the well-being of doctors in training (Yiu 2005). Though counseling programs have been widely instituted and reviewed at many medical schools in the past few decades, only recently have preventive wellness lifestyle programs such as yoga, mindfulness, and exercise been closely examined (Shapiro et al 1998;Rosenzweig et al 2003;Warnecke et al 2011;Morris et al 2012;Weight et al 2013;Aherne et al 2016). Further, there is little evidence for whether these programs should be voluntary or mandatory as part of the medical curriculum for students.…”

Section: Practice Pointsmentioning

confidence: 99%

“…A number of studies have demonstrated that exerciseparticularly walking or light joggingcan alleviate symptoms of anxiety as effectively as anti-anxiety medications (Broocks et al 1998;Morris et al 2012;Aylett et al 2018;Kelly et al 2018). surveyed 4,402 medical students and found that burnout was significantly lower and quality of life (QOL) was significantly higher for students who followed Centers for Disease Control (CDC) aerobic exercise or strength training recommendations.…”

Section: Walking Interventionmentioning

confidence: 99%

Mitigating medical student stress and anxiety: Should schools mandate participation in wellness intervention programs?

et al. 2021

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Purpose: Medical students are at increased risk of poor mental health and need to regularly engage in preventive programs to maintain well-being. However, many do not and it remains an open question whether these programs should be mandatory. We implemented a RCT to examine the effectiveness of assigning medical students to a wellness intervention on adherence to engagement in the assigned intervention and on psychological and academic outcomes. Method: Medical students participated in a 12-week randomized controlled intervention involving one-hour wellness sessions of either (1) yoga; (2) mindfulness; or (3) walking, held twice-weekly. Students completed standardized psychological assessments at baseline and following the intervention. Results: Students randomized to the wellness intervention group engaged in more minutes of assigned activities than students randomized to the control. There was a significant difference in the change from pre-to post-intervention on measures of state anxiety and perceived stress, with better outcomes for the intervention group. Conclusions: The assignment of twice-weekly wellness intervention sessions protects medical students from state anxiety and perceived stress with no negative impact on academic performance. Students adhered to the sessions and reported enjoying the sessions once trying them. Actual engagement is more important than wellness activity type.

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Impact of a Fitness Intervention on Medical Students

Abstract: A well-orchestrated student-designed fitness intervention can effectively augment medical students' exercise practices and positively affect well-being.

Cited by 15 publications

References 18 publications

WITHDRAWN: Effective Learning, Leadership and Professionalism Series (ELLPS) nurturing early clinical year development: Transformation based on medical students’ feedbacks.

WITHDRAWN: Effective Learning, Leadership and Professionalism Series (ELLPS) nurturing early clinical year development: Transformation based on medical students’ feedbacks.

¿Cómo es la calidad de vida reportada por los estudiantes de Medicina?

Mitigating medical student stress and anxiety: Should schools mandate participation in wellness intervention programs?

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