The Development and Implementation of a Longitudinal Wellness Curriculum for McGill University’s Undergraduate Medical Program

Authors

  • Camila Velez McGill University
  • Namta Gupta McGill University
  • Pascale Gendreau McGill University

DOI:

https://doi.org/10.26443/ijwpc.v6i1.188

Keywords:

wellness, medical students, mental health, longitudinal curriculum

Abstract

Medical students report high rates of psychological distress and morbidity throughout their training. Poor psychological well-being among medical students can interfere with learning and success in medical school, decrease quality of life, and negatively impact quality patient care. Education may be a promising tool to enhance medical students’ resilience, well-being, and mental health. The WELL Office in the Faculty of Medicine at McGill University has developed a novel, 4-year Longitudinal Wellness Curriculum to promote medical students’ personal and professional well-being, and foster a culture of resilience within the learning environment. We present a description of the design, development, and implementation of our Wellness Curriculum. We discuss future directions related to Wellness Curriculum research, evaluation, and application. The present Wellness Curriculum may provide an approach to wellness education for other medical programs.   

Author Biographies

Camila Velez, McGill University

Wellness Curriculum Consultant, The WELL Office, Faculty of Medicine

Namta Gupta, McGill University

Assistant Dean, Student Affairs and Co-Director of the WELL Office, Faculty of Medicine, McGill University

Pascale Gendreau, McGill University

Wellness consultant, Faculty of Medicine, McGill University

References

Dyrbye L, Shanafelt T. A narrative review on burnout experienced by medical students and residents. Med Educ. 2016;50(1):132-49.

Minford E, Manning C. Current status and attitudes to self-care training in UK medical schools. J Compassionate Health Care. 2017;4(1):1-6.

Novack D, Epstein R, Paulsen R. Towards creating physician-healers: Fostering medical students’ self-awareness, personal growth and well-being. Acad Med. 1999;74:516-20.

Hope V, Henderson M. Medical student depression, anxiety and distress outside North America: A systematic review. Med Educ. 2014;48(10):963-79.

Kötter T, Pohontsch N, Voltmer E. Stressors and starting points for health-promoting interventions in medical school from the students’ perspective: A qualitative study. Perspect Med Educ. 2015;4(3):128-35.

Brazeau C, Shanafelt T, Durning S, et al. Distress among matriculating medical students relative to the general population. Acad Med. 2014;89(11):1520-5.

Schwenk TL, Davis L, Wimsatt LA. Depression, stigma, and suicidal ideation in medical students. JAMA. 2010;304:1181-90.

Dyrbye L, Thomas M, Shanafelt T. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med. 2006;81(4):354-73.

Heinen I, Bullinger M, Kocalevent R. Perceived stress in first year medical students - associations with personal resources and emotional distress. BMC Med Educ. 2017;17(4):1-14.

Rotenstein L, Ramos M, Torre M, et al. Prevalence of depression, depressive symptoms, and suicidal ideation among medical students. JAMA. 2016;316(21):2214-36.

Dyrbye L, Thomas M, Massie F, et al. Burnout and suicidal ideation among U.S. medical students. Ann Intern Med. 2008;149(5):334-41.

Bellini L, Shea J. Mood change and empathy decline persist during three years of internal medicine training. Acad Med. 2005;80(2):164-7.

Hojat M, Gonnella J, Mangione S, et al. Empathy in medical students as related to academic performance, clinical competence and gender. Med Educ. 2002;36(6):522-7.

Kreitzer M, Klatt M. Educational innovations to foster resilience in the health professions. Med Teach. 2016;39(2):153-9.

Oberg E, Frank E. Physicians’ health practices strongly influence patient health practices. J R Coll Physicians Edinb. 2009;39(4):290-1.

Rahimi B, Baetz M, Bowen R, et al. Resilience, stress, and coping among Canadian medical students. Canadian Medical Education Journal 2014:5(1):e5-e12.

Dyrbye L, Thomas M, Shanafelt T. Medical student distress: Causes, consequences, and proposed solutions. Mayo Clin Proc. 2005;80(12):1613-22.

Fried J, Vermillion M, Parker N, et al. Eradicating medical student mistreatment. Acad Med. 2012;87(9):1191-8.

Noori S, Blood A, Meleca J, et al. Current directions in medical student well-being. Col Med Rev. 2017:1(2):10-9.

Yanes A. The culture of perfection: A barrier to medical student wellness and development. Acad Med. 2017;92(7):900-1.

Enns M, Cox B, Sareen J, et al. Adaptive and maladaptive perfectionism in medical students: a longitudinal investigation. Med Educ. 2008;35(11):1034-42.

Wallace J. Mental health and stigma in the medical profession. Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine 2012;16(1):3-18.

Kötter T, Tautphäus Y, Scherer M, et al. Health-promoting factors in medical students and students of science, technology, engineering, and mathematics: Design and baseline results of a comparative longitudinal study. BMC Med Educ. 2014;14(134):1-10.

Thompson G, McBride R, Hosford C, et al. Resilience among medical students: The role of coping style and social support. Teach Learn Med. 2016;28(2):174-82.

Slonim J, Kienhuis M, Di Benedetto M, et al. The relationships among self-care, dispositional mindfulness, and psychological distress in medical students. Med Educ Online 2015;20(1):27924.

Slavin S, Schindler D, Chibnall J. Medical student mental health 3.0. Acad Med. 2014;89(4):573-7.

Weiss Roberts L. The Academic Medicine Handbook: A Guide to Achievement and Fulfillment for Academic Faculty. New York, NY: Springer 2013:430.

Williamson K, Lank P, Lovell E. Development of an emergency medicine wellness curriculum. AEM Educ and Train. 2017;2(1):20-5.

Drolet B, Rodgers S. A comprehensive medical student wellness program—Design and implementation at Vanderbilt School of Medicine. Acad Med. 2010;85(1):103-10.

Agarwal G, Lake M. Personal transition to the profession: A novel longitudinal professional development and wellness medical student curriculum. Academic Psychiatry 2016;40(1):105-8

Daya Z, Hearn J. Mindfulness interventions in medical education: A systematic review of their impact on medical student stress, depression, fatigue and burnout. Med Teach. 2017;40(2):146-53.

Ishak W, Nikravesh R, Lederer S, et al. Burnout in medical students: A systematic review. Clin Teach. 2013;10(4):242-5.

Lee J, Graham A. Students' perception of medical school stress and their evaluation of a wellness elective. Med Educ. 2001;35(7):652-9.

Ayala E, Omorodion A, Nmecha D, et al. What do medical students do for self-care? A student-centered approach to well-being. Teach Learn Med. 2017;29(3):237-46.

Hettler B. Wellness promotion on a university campus. Fam Community Health 1980;3(1):77-95.

Jayakumar K, Larkin D, Ginzberg S, et al. Personal financial literacy among U.S. medical students. MedEdPublish 2017;6(1). https://www.mededpublish.org/manuscripts/847 (accessed 21 Nov 2018).

Xiao J, Tang C, Shim S. Acting for happiness: Financial behavior and life satisfaction of college students. Soc Indic Res2008;92(1):53-68.

Bird A, Martinchek M, Pincavage A. A curriculum to enhance resilience in internal medicine interns. J Grad Med Educ. 2017;9(5):600-4.

Estrada M, Eroy-Reveles A, Matsui J. The influence of affirming kindness and community on broadening participation in STEM career pathways. Soc Issues Policy Rev. 2018;12(1):258-97.

Schiller J, Stansfield R, Belmonte D, et al. Medical students’ use of different coping strategies and relationship with academic performance in preclinical and clinical years. Teach Learn Med. 2017;30(1):15-21.

Creswell J, Poth C. Qualitative Inquiry and Research Design. 4th ed. Los Angeles, CA: Sage Publications; 2018:416.

Patton M. Qualitative Research and Evaluation Methods. 3rd ed. Beverly Hills, CA: Sage Publications; 2002:598.

Glatthorn A, Boschee F, Whitehead B. Curriculum Leadership: Development and Implementation. 3rd ed. Thousand Oaks, CA: Sage Publications; 2012:522.

Downloads

Published

2019-01-10

How to Cite

Velez, C., Gupta, N., & Gendreau, P. (2019). The Development and Implementation of a Longitudinal Wellness Curriculum for McGill University’s Undergraduate Medical Program. The International Journal of Whole Person Care, 6(1), 6-21. https://doi.org/10.26443/ijwpc.v6i1.188

Issue

Section

Theoretical Papers