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医学院应对学生福祉的策略：全国性调查。

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

机构信息

L.N. Dyrbye is professor of medicine and medical education, Program on Physician Well-Being, Department of Medicine, Mayo Clinic School of Medicine, Rochester, Minnesota. A.F. Sciolla is associate professor, University of California, Davis, School of Medicine, Sacramento, California. M. Dekhtyar is research associate, Medical Education Outcomes, American Medical Association, Chicago, Illinois. S. Rajasekaran is professor of pharmacology, Department of Physiological Sciences, and associate dean of academic affairs, Eastern Virginia Medical School, Norfolk, Virginia. J.A. Allgood is associate professor, A.T. Still University School of Osteopathic Medicine in Arizona, Mesa, Arizona. M. Rea is director of student wellness, University of California, Davis, School of Medicine, Sacramento, California. A.P. Knight is associate dean for student affairs and assistant professor of psychiatry and behavioral sciences, Eastern Virginia Medical School, Norfolk, Virginia. A. Haywood is assistant dean for student affairs, Indiana University School of Medicine, Indianapolis, Indiana. S. Smith is associate dean for student affairs, Dell Medical School, University of Texas at Austin, Austin, Texas. M.B. Stephens is professor of family and community medicine, Penn State College of Medicine, Hershey, Pennsylvania.

出版信息

Acad Med. 2019 Jun;94(6):861-868. doi: 10.1097/ACM.0000000000002611.

DOI:10.1097/ACM.0000000000002611

PMID:30681453

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.

摘要

目的

描述美国医学院校促进医学生健康的广泛策略。

方法

2016 年 10 月，对 32 所美国医学院校的学生健康倡议、资源和基础设施、临床前课程评分以及学习社区进行了调查。

结果

27 所学校（84%）做出了回应。其中 16 所（59%）有学生健康课程，内容安排在大多数常规课程时间内（13/16；81%）。这些课程至少每月举行一次（12/16；75%），并结合了可选和必修的出勤率（9/16；56%）。大多数回应学校提供了各种情感/精神、身体、经济和社会福利活动。近四分之一的学校有特定的健康能力（6/27；22%）。大多数学校依靠参与率（26/27；96%）和学生满意度（22/27；81%）来评估效果。16 所（59%）学校从调查数据评估学生健康状况，7 所（26%）学校为学生提供自我评估工具。其他常见的要素包括专门负责监督学生健康的个人（22/27；82%）、学生健康委员会（22/27；82%）、临床前课程的及格/不及格评分（20/27；74%）和学习社区的存在（22/27；81%）。