Medical School Strategies to Address Student Well-Being: A National Survey

Liselotte N. Dyrbye, Andres F. Sciolla, Michael Dekhtyar, Senthil Rajasekaran, J. Aaron Allgood, Margaret Rea, Allison P. Knight, Antwione Haywood, Stephen Smith, Mark B. Stephens

Research output: Contribution to journalArticle

1 Citation (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)861-868
Number of pages8
JournalAcademic Medicine
Volume94
Issue number6
DOIs
StatePublished - Jun 1 2019

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well-being
school
student
grading
medical student
resources
infrastructure
curriculum
self-assessment
evaluation
learning
community
social support
participation

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Dyrbye, L. N., Sciolla, A. F., Dekhtyar, M., Rajasekaran, S., Allgood, J. A., Rea, M., ... Stephens, M. B. (2019). Medical School Strategies to Address Student Well-Being: A National Survey. Academic Medicine, 94(6), 861-868. https://doi.org/10.1097/ACM.0000000000002611
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. / Medical School Strategies to Address Student Well-Being : A National Survey. In: Academic Medicine. 2019 ; Vol. 94, No. 6. pp. 861-868.
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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.",
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Dyrbye, LN, Sciolla, AF, Dekhtyar, M, Rajasekaran, S, Allgood, JA, Rea, M, Knight, AP, Haywood, A, Smith, S & Stephens, MB 2019, 'Medical School Strategies to Address Student Well-Being: A National Survey', Academic Medicine, vol. 94, no. 6, pp. 861-868. https://doi.org/10.1097/ACM.0000000000002611

Medical School Strategies to Address Student Well-Being : A National Survey. / 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.

In: Academic Medicine, Vol. 94, No. 6, 01.06.2019, p. 861-868.

Research output: Contribution to journalArticle

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AU - Sciolla, Andres F.

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AU - Rajasekaran, Senthil

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AU - Smith, Stephen

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N2 - 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.

AB - 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.

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Dyrbye LN, Sciolla AF, Dekhtyar M, Rajasekaran S, Allgood JA, Rea M et al. Medical School Strategies to Address Student Well-Being: A National Survey. Academic Medicine. 2019 Jun 1;94(6):861-868. https://doi.org/10.1097/ACM.0000000000002611