Session Coordinator: Diann Eley

The term well-being has become a universal concept that encompasses the many aspects of an individual’s personal, social, learning and working environment. Factors associated with increased psychological distress in medical students and faculty include individual personality characteristics, a highly competitive environment, imposter syndrome, and a hidden curriculum that encourages unhealthy striving for perfection and comparison with peers.

Many students begin medical school with what are referred to as “problematic mindsets” in part, driven by years of striving to become a doctor and the increasing influence of social media. Faculty members exhibit these as well.

This workshop will demonstrate how peer educators can adopt important skills to become more self-aware and self-accepting. We describe ways to address problematic mindsets, recognize their strengths and weaknesses, and appreciate the importance of self-compassion.

Participants will be able to:
1. recognize the importance of enhanced self-awareness as critical to well-being, and use the tools presented to incorporate key skills in assessing their strengths and weaknesses and how to bounce back from disappointments.

2. recognize and address problematic mindsets and engage in activities to improve their individual resilience and assist medical students and faculty peers to do the same.

3. comprehend the value of self-compassion and how it is the first step in self-care and personal growth.

4. share best practices that were discussed in the session.

We will conclude with participants sharing how they currently address their own well-being, given the increased stressors and demands of the academic and work environment.

Helping our peers realise these concepts and embrace key tools as personal attributes may help develop their unique capacity for resilience and prepare them to better facilitate these skills to medical students.