Résumés
Abstract
Introduction: There is growing concern about the mental health status of medical students. Medical students are at a higher risk for depression, anxiety, and burnout than non-medical students. The Undergraduate Medical Education (UGME) Office of Medical Learner Affairs at McGill University developed a Longitudinal Wellness Curriculum (LWC) to foment medical students’ well-being, self-care, and adaptability.
Methods: We conducted a qualitative descriptive study to explore students’ experiences with the LWC. We conducted three semi-structured focus groups involving a total of 11 medical students. We used thematic framework analysis for data analysis.
Results: We found four main themes related to participants’ engagement with the curriculum: 1) diverse perceptions on curriculum relevance and helpfulness; 2) the benefits of experiential sessions, role model speakers, and supportive staff; 3) insights on student-friendly curriculum scheduling; and 4) the importance of wellness education and systemic interventions in medical education.
Conclusions: Most participants found the curriculum valuable and supported its integration into the academic curriculum. Experiential and active learning, diverse approaches to wellness, small group sessions, role modeling, and student-centered approaches were preferred methods. Inconvenient curriculum scheduling and skepticism over system-level support were seen as barriers to curriculum engagement and uptake. The findings of our study contribute to the development and implementation of wellness curriculum efforts in medical education.
Résumé
Introduction : L'état de santé mentale des étudiants en médecine est de plus en plus préoccupant. Les étudiants en médecine sont davantage exposés à la dépression, à l'anxiété et à l'épuisement professionnel que les étudiants des autres disciplines. Le Bureau des études médicales prédoctorales (EMPr) de l'Université McGill a mis au point un programme longitudinal sur le bien-être pour favoriser le bien-être, l'autonomie et la capacité d'adaptation des étudiants en médecine.
Méthodes : Nous avons mené une étude qualitative descriptive pour explorer les expériences des étudiants relativement au programme. Nous avons organisé trois groupes de discussion semi-structurés auxquels ont participé 11 étudiants en médecine. Nous avons utilisé une analyse thématique pour l'analyse des données.
Résultats : Nous avons dégagé quatre thèmes principaux liés à l'engagement des participants dans le programme d'études : 1) diverses perceptions de la pertinence et de l'utilité du programme ; 2) les avantages des séances expérientielles, des conférenciers modèles et du personnel de soutien ; 3) des idées sur la programmation du programme adapté aux étudiants et 4) l'importance de la formation en matière de bien-être et des interventions systémiques dans l'enseignement médical.
Conclusions : La plupart des participants ont trouvé le programme intéressant et ont soutenu son intégration dans le programme universitaire. L'apprentissage expérientiel et actif, les diverses approches du bien-être, les séances en petits groupes, les modèles de rôle et les approches centrées sur l'étudiant étaient les méthodes préférées. Les horaires peu pratiques du programme et le scepticisme quant au soutien du système ont été considérés comme des obstacles à l'engagement et à l'adoption du programme. Les résultats de notre étude contribuent à l'élaboration et à la mise en oeuvre de programmes de bien-être dans l'enseignement médical.
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