Wellness in medical education: definition and five domains for wellness among medical learners during the COVID-19 pandemic and beyond

Cherak, Stephana J.; Rosgen, Brianna K; Geddes, A; Makuk, Kira; Sudershan, Sanjana; Peplinksi, Caroline; Kassam, Aliya

doi:10.1080/10872981.2021.1917488

Cited by 7 publications

(12 citation statements)

References 8 publications

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“…Importantly, levels of mental health and wellbeing, which are intricately related to each psychological need, suggesting that motivation may also be low [42]. Results like these have been of concern, as the reduction in mental health will also affect both student learning and personal satisfaction [30,43,44]. Indeed, strategies to improve student well-being and maintain motivation are being developed to specifically target students emotionally affected by pandemic-related restrictions [45].…”

Section: Discussionmentioning

confidence: 99%

Mental health and self-determination profiles of the diverse population of medical students in Malaysia during the COVID-19 pandemic

et al. 2022

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Introduction Medical schools throughout the world were forced to modify their programming during the COVID-19 pandemic. In Malaysia, virtual learning plans were implemented for non-clinical programming, while clinical posting modifications were designed to meet local SOPs. The prolonged enforcement of these modifications to undergraduate medical education will have affected student experiences, including well-being. Since these feelings can relate to perceived relatedness, autonomy, and competence, it is important to identify any potential factors that may lead to reduced intrinsic motivation in students. It is also important to consider how demographic features may contribute to student perspectives, which can be studied using the unique diversity represented by Malaysian students. Methods A quantitative survey was distributed to Malaysian medical students to assess their overall wellbeing, autonomy in educational decision making, student experiences, and position on changes to graduation timing. Intrinsic components were identified using Principal Component Analysis and were aligned with the three needs for self-determination, namely relatedness, autonomy, and competence. Finally, trends in responses for participants from various sub-populations were assessed using ANOVA testing. Results Responses were collected from 442 students representing 23 accredited Malaysian medical schools. Upon validation and reliability testing, eight components were identified with themes relating to: mental health, social concerns, communication, timing of modifications, depth of learning, and student-centred learning. Of these, gender was related to mental health, student-centred learning, and delayed graduation, while stage was related to student-centred learning and delayed graduation in addition to concerns about depth of learning and timing of modifications. Interestingly, ethnicity was related to differences in opinions about delayed graduation and income was related to social concerns. Conclusion The results of this study indicate that, while students were satisfied in general with the content and delivery of their programmes given the circumstances, there is evidence to suggest negative effects on emotional wellbeing and expression of student voice, due to the modifications that were made. Additionally, these feelings related to the three motivational needs, suggesting that students were experiencing a dampened motivational profile during the pandemic. Further, motivational profiles were distinct between student sub-groups, providing insight for developing appropriate and inclusive accommodations moving forward.

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Section: Discussionmentioning

confidence: 99%

Mental health and self-determination profiles of the diverse population of medical students in Malaysia during the COVID-19 pandemic

et al. 2022

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“…Results like these have been of concern, as the reduction in mental health will also affect both student learning and personal satisfaction [25,38,39]. Indeed, strategies to improve student well-being and maintain motivation are being developed to speci cally target students emotionally affected by pandemic-related restrictions [40].…”

Section: Discussionmentioning

confidence: 99%

Mental Health and Self-Determination Profiles of the Diverse Population of Medical Students in Malaysia During the COVID-19 Pandemic

Cockburn

Tan

Poh

et al. 2021

Preprint

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Introduction: Medical schools throughout the world were forced to modify their programming during the COVID-19 pandemic. In Malaysia, virtual learning plans were implemented for non-clinical programming, while clinical posting modifications were designed to meet local SOPs. The prolonged enforcement of these modifications to undergraduate medical education will have affected student experiences, including well-being. Since these feelings can relate to perceived relatedness, autonomy, and competence, it is important to identify any potential factors that may lead to reduced intrinsic motivation in students. It is also important to consider how demographic features may contribute to student perspectives, which can be studied using the unique diversity represented by Malaysian students.Methods: A quantitative survey was distributed to Malaysian medical students to assess their overall wellbeing, autonomy in educational decision making, student experiences, and position on changes to graduation timing. Intrinsic components were identified using Principal Component Analysis and were aligned with the three needs for self-determination, namely relatedness, autonomy, and competence. Finally, trends in responses for participants from various sub-populations were assessed using ANOVA testing. Results: Responses were collected from 442 students representing 23 accredited Malaysian medical schools. Upon validation and reliability testing, eight components were identified with themes relating to: mental health, social concerns, communication, timing of modifications, depth of learning, and student-centred learning. Of these, gender was related to mental health, student-centred learning, and delayed graduation, while stage was related to student-centred learning and delayed graduation in addition to concerns about depth of learning and timing of modifications. Interestingly, ethnicity was related to differences in opinions about delayed graduation and income was related to social concerns. Conclusion: The results of this study indicate that, while students were satisfied in general with the content and delivery of their programmes given the circumstances, there is evidence to suggest negative effects on emotional wellbeing, expression of student voice, due to the modifications that were made. Additionally, these feelings related to the three motivational needs, suggesting that students were experiencing a dampened motivational profile during the pandemic. Further, motivational profiles were distinct between student sub-groups, providing insight for developing appropriate and inclusive accommodations moving forward.

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“…Brady et al defined physician wellness as “a multifaceted construct that includes mental, physical, social, and spiritual QOL in both physicians’ work and personal lives … physician wellness includes the absence of distress and the presence of positive well-being , including vigor and thriving behaviors, beyond mere job satisfaction” in which QOL is defined as quality of life (bolding added for emphasis) [ 6 ]. Cherak et al defined wellness as “a general sense of personal well-being - the opportunity to be and to do what is perceived by the learner as most needed and most valued” [ 7 ].…”

Section: Definitionmentioning

confidence: 99%

Wellness in residency: Addressing the neglected need in lower middle-income countries

Khalil,

Rathore,

2023

PRM

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The concept of wellness incorporates many domains, including mental, physical, social, and integrated well-being. However, it is not well understood in most lower middle-income countries (LMIC). The significance of practicing wellness during residency, focusing on the context of LMIC, is described here. Based on the authors’ experiences of working in LMIC, the challenges faced during residency and the importance of prioritizing self-care and well-being is highlighted. Physician burnout is a global concern having a negative impact on patient care quality, patient satisfaction, and professionalism. Interventions to address wellness can be individual and organization-based. Individual interventions include mindfulness training, behavioral interventions, self-care practices, and support networks. Organizational interventions involve the establishment of wellness committees, introduction of wellness curricula, optimization of workflows, and creation of shared social spaces. There is a need for implementing wellness practices within residency programs in LMIC. By focusing on wellness, physicians can mitigate burnout, enhance their well-being, and improve patient care outcomes.

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Wellness in medical education: definition and five domains for wellness among medical learners during the COVID-19 pandemic and beyond

Cited by 7 publications

References 8 publications

Mental health and self-determination profiles of the diverse population of medical students in Malaysia during the COVID-19 pandemic

Mental health and self-determination profiles of the diverse population of medical students in Malaysia during the COVID-19 pandemic

Mental Health and Self-Determination Profiles of the Diverse Population of Medical Students in Malaysia During the COVID-19 Pandemic

Wellness in residency: Addressing the neglected need in lower middle-income countries

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