Medical School Strategies to Address Student Well Being: A National Survey.
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.
Academic medicine journal of the Association of American Medical Colleges