Pasarica Magdalena, Daly Katherine, Yalim Asli C, Kay Denise, DeLeon Ardhys, Neely Laurie C, Díaz Desiree A, Bailey Monica
University of Central Florida, Academic Health Science Center, Orlando, FL USA.
UCF College of Medicine, 6850 Lake Nona Blvd, Orlando, FL 32827-7408 USA.
Med Sci Educ. 2025 Mar 3;35(3):1529-1536. doi: 10.1007/s40670-025-02347-2. eCollection 2025 Jun.
Health promotion (HP) curricula are essential for health professions education but currently lack strong long-term evidence for effectiveness. This project aimed to evaluate the multilevel long-term impact of an HP curriculum on healthcare students.
An HP curriculum incorporating ten evidence-based interventions was implemented for healthcare students. Participants' reactions and impact on learning, HP behaviors, and well-being change were collected through electronic surveys administered pre-, post-, and 6 months post-curriculum. Data analysis was conducted using STATA, Mplus, and ATLAS.ti.
A total of 552 students (medical, nursing, counseling, physical therapy, and social work) completed the HP curriculum. Participants demonstrated improved awareness of distress factors ( < 0.01) and perceived value of ( < 0.01) and willingness to engage in HP behaviors ( < 0.01). Willingness to try HP interventions correlated significantly with perceived value ( = 0.73, < 0.05). Most students (92%, = 505) adopted HP interventions, with the highest rates for healthy sleep (23%, = 146) and exercise (18%, = 117). Six months post-curriculum, 92% of 153 respondents confirmed improved health and well-being, particularly in mood (33%, = 51) and reduced stress (19%, = 29). Overall, 47% ( = 258) valued the HP curriculum. Interestingly, medical students reported the lowest perceived value among professions ( < 0.01).
This study demonstrates the long-term effectiveness of an interprofessional HP curriculum, addressing all levels of the Kirkpatrick pyramid (reaction, knowledge, behavior, and results).
This HP curriculum offers a scalable solution for academic institutions aiming to enhance and sustain the health and well-being of healthcare students.
健康促进（HP）课程对于卫生专业教育至关重要，但目前缺乏关于其有效性的有力长期证据。本项目旨在评估一门HP课程对医学生的多层次长期影响。
为医学生实施了一门包含十种循证干预措施的HP课程。通过在课程前、课程后以及课程结束后6个月进行的电子调查，收集参与者的反应以及对学习、HP行为和幸福感变化的影响。使用STATA、Mplus和ATLAS.ti进行数据分析。
共有552名学生（医学、护理、咨询、物理治疗和社会工作专业）完成了HP课程。参与者对困扰因素的认识有所提高（<0.01），对HP行为的感知价值（<0.01）和参与意愿（<0.01）也有所提升。尝试HP干预措施的意愿与感知价值显著相关（=0.73，<0.05）。大多数学生（92%，=505）采用了HP干预措施，其中健康睡眠（23%，=146）和锻炼（18%，=117）的采用率最高。课程结束6个月后，153名受访者中有92%确认健康和幸福感有所改善，尤其是情绪方面（33%，=51）和压力减轻（19%，=29）。总体而言，47%（=258）的人认为HP课程有价值。有趣的是，医学生在各专业中报告的感知价值最低（<0.01）。
本研究证明了跨专业HP课程的长期有效性，涵盖了柯克帕特里克金字塔的所有层次（反应、知识、行为和结果）。
这门HP课程为旨在增进和维持医学生健康与幸福感的学术机构提供了一个可扩展的解决方案。
