PURPOSE
Health professions students face rising levels of stress, burnout, and
mental health concerns that undermine academic success and long-term
professional development. National recommendations call for formalized
well-being instruction as a means of equipping students with lifelong
strategies to support health and resilience. Promoting wellness practices can
occur at a variety of points during the course of undergraduate medical
education (UME). Using a “Wellness Road Map,” faculty and institutions can
identify spaces where wellness activities can be implemented to augment the
existing medical curriculum.
METHODS
Based on faculty experience in teaching, research, mentoring, and
administrative roles in medical education a “Wellness Road Map” was developed
to highlight potential spheres of influence during undergraduate medical
education where wellness activities can be implemented to assist students in
developing lifelong resilience skills. Faculty from each school deployed
selected wellness activities and monitored student and/or faculty engagement,
general responses, and any participant feedback.
RESULTS
Faculty identified the spheres of (1) Pathway Programs, (2) Classroom
Teaching, (3) Holistic Mentoring, and (4) Institutional Culture as landmarks
on the “Wellness Road Map” ideal for implementing wellness approaches. Based
on the responses so far, student and faculty were generally receptive with
greater than 50% of students choosing to participate in classroom activities,
and self-reports of improved wellness or outlook from students who engaged in
mentoring sessions.
CONCLUSION
Utilizing a “Wellness Road Map,” can assist in initial planning and
revision of medical curriculum to better integrate wellness and mindfulness
approaches throughout UME that support student flourishing.