Well-being Curriculum Research Articles

Defining mental health literacy: a systematic literature review and educational inspiration

PurposeThis paper aims to explore how the term “mental health literacy” (MHL) is defined and understand the implications for public mental health and educational interventions.Design/methodology/approachAn extensive search was conducted by searching PubMed, ERIC, PsycINFO, Scopus and Web of Science. Keywords such as “mental health literacy” and “definition” were used. The publication year ranges from 1997 to 2023.FindingsIn total, 17 papers met the inclusion criteria. Three distinct themes characterise the definitions of MHL: cognitive understanding; affective empowerment; and behavioural change. In the mental health educational context, inspiration, transformation and practice can be viewed as three stages for curriculum development.Research limitations/implicationsDespite conducting a systematic literature review, there remains the possibility that certain relevant studies may not have been identified. Specifically, the selection criteria prioritise papers that explicitly addressed MHL.Practical implicationsTraditional educational approaches prioritise knowledge dissemination and attitude change; integrating MHL into mental health well-being curriculum advocates for action-oriented intervention to address mental health challenges.Social implicationsUnderstanding different definitions and concepts in a field can be valuable for consolidating shared understandings, highlighting tensions and contradictions, and enhancing communication among researchers. Ironically, perhaps, the process also highlights the provisional nature of these definitions.Originality/valueThe exploration of MHL with three themes of definitions sheds light on the understanding of this concept. Three core themes in MHL definitions guide future curriculum development. This study underscores the importance of prioritise action-oriented intervention in mental health education, emphasising the need to move beyond knowledge dissemination towards transformative practices that promote holistic mental well-being.

The Impact of a 4-Domain Wellness-Initiative Curriculum on Internal Medicine Resident Physicians.

There is a trend toward fostering well-being, or the state of being happy and healthy, within the medical community. Historically, resident physicians have faced high rates of distress during training. A structured well-being curriculum in residency programs may shift residents' mindsets from survival and resilience to one centered on purpose, engagement, and joy. An original well-being curriculum was administered to residents in person at a single institution every 5 weeks for approximately 10 well-being workshops, totaling around 20 hours of curriculum exposure during every academic year. The well-being curriculum was divided into 4 domains: cognitive distortions and problematic mindsets, mindfulness and meditation, creative outlets, and self-compassion.Residents exposed to at least 1 year of the well-being curriculum were asked to answer an anonymous survey. Four questions were asked for each of the 4 domains. The first and second questions asked how familiar they were with the topic before and after the workshops on a scale of 1-5 of familiarity. The third and fourth questions asked how much the knowledge acquired influenced their professional and personal life on a scale of 1-5 of influence. Before curriculum exposure, the average for moderate or higher levels of knowledge across all domains was 22.7%, which improved to 77.3% after curriculum completion. Overall, 58.6% of participants felt the knowledge of the domains was moderately or extremely influential in their professional lives and 83.6% in their personal lives. There were no significant differences between post-graduate year 2 and post-graduate year 3 residents for any domains examined before and after the wellness workshops. A 4-domain well-being curriculum practiced in a group setting positively impacted participating residents in their personal and professional lives. Further studies need to be performed on a larger scale to assess if the curriculum fits the needs of the broader medical community.

The state of wellbeing education across North American medical schools: a scoping review.

Medical students experience increased rates of burnout and mental illness compared to the general population. Yet, it is unclear to what extent North American medical schools have adopted formal wellbeing curricula. We sought to establish prevailing themes of existing wellbeing educational interventions to identify opportunities for further curricular development. We conducted a scoping review of the literature to identify wellbeing education programs implemented for undergraduate medical students across North America. We searched four comprehensive databases and grey literature and only included published original research. Two independent researchers screened all papers, with a third resolving disagreements. Two researchers conducted the data extraction using a continuously refined template, with a third researcher resolving any discrepancies. We identified 3996 articles in the initial search of which 30 met inclusion criteria and were included for further analysis. The most common types of interventions were mindfulness and meditation practices. 27 studies found that their wellbeing sessions contributed to positive wellbeing outcomes of learners. Our review identified that there are few wellbeing curricular initiatives that have been evaluated and published in the literature. Additionally, the methodology and rigour of wellbeing curriculum evaluation to date leaves significant room for improvement. The existing literature does suggest that the adoption of a wellbeing curriculum has the potential to improve outcomes for medical students. These findings can be used to assist the development of a validated wellbeing curricular framework for wellbeing initiatives. However, while such a curriculum may represent an effective tool in enhancing medical trainee wellbeing, it cannot effect change in isolation; lasting and meaningful change will require concurrent shifts within the broader systemic framework and cultural fabric of the medical education system.

Implementation and Evaluation of a National Well-Being Curriculum for KL2 Scholars.

Introduction: The study aimed to pilot test a well-being curriculum for KL2 scholars to be used across the Clinical and Translational Science Award consortium. Methods: Between November 2022, and May 2023, 36 KL2 scholars from 25 hubs participated in the program. The General Well-Being Index for U.S. Workers and the Patient Reported Outcomes Measurement Information System (PROMIS-29) were completed by scholars before and after the program. Results: Postparticipation, there was a trend of improvement in the domains of well-being, sleep, anxiety, and fatigue. Conclusion: Implementing a virtual synchronous well-being curriculum allowed the scholars to connect across the consortium and improve their well-being.

Promoting mental wellbeing among youth Australian Rules footballers through a model of continuous improvement.

The developmental period of adolescence is a known transitional life phase with unique risk and protective factors that can affect mental wellbeing outcomes. This, in combination with the pressures and demand of elite sport, make young elite athletes an important population in which positive mental wellbeing can be explored. This study aimed to examine the state of wellbeing, informed by positive psychology and the Positive emotions, Engagement, Relationships, Meaning, Accomplishment (PERMA) model of wellbeing, in a cohort of young athletes aged 16-19 years in the Australian setting as part of a model of continuous improvement. The objectives of these aims were to inform the development of a wellbeing curriculum for implementation in the Australian Rules Football talent pathway and to assess whether wellbeing presents differently in young athletes relative to the general school-attending population of that same age. Participants were 608 young Australian footballers participating in the developmental talent pathway during 2020 and 2021. There were 299 young male footballers, and 309 young women footballers who completed data collection. Wellbeing was assessed using the Engagement, Perseverance, Optimism, Connectedness, Happiness Measure of Adolescent Wellbeing (EPOCH) which corresponds to the PERMA model of wellbeing, and total mean scores were reported. Engagement and connectedness were similar for the young men and women athletes. Young men reported higher perseverance, optimism, happiness, and overall wellbeing relative to young women. Wellbeing among young athletes appears similar to the general population, however perseverance may be higher among young athletes. These findings form an important component of the continuous improvement model adopted in the football program in that the results informed the development of a tailored wellbeing curriculum program that is reflective of the wellbeing needs of the young athletes.

Well-Being Curriculum for Fourth Grade Students

The well-being of students and the development of social-emotional skills in students are the focus of modern education. The relationship between social-emotional development and academic achievement has been scientifically proven in numerous studies. The number of purposefully developed programs to integrate social-emotional learning as an element of a comprehensive approach to education is increasing. The article outlines the paradigm of well-being in the light of the concept of Positive Psychology; presents the main highlights of a program for teaching well-being at school, structured within 10 hours, applicable in all educational stages of secondary education. The exposition specifies the elements that make up well-being; presents exercises and interventions contributing to enhancing personal and general well-being; supplements with results and conclusions from a study of the social and emotional health of fourth-grade students.

Mental health of South Korean adolescents in the COVID-19 Era: Web-based survey focused on suicide-related factors

BackgroundThe coronavirus disease 2019 (COVID-19) pandemic has negatively impacted many aspects of life. Measures for preventing the spread of COVID-19 (e.g., school lockdowns, remote and hybrid classes, group and outdoor activity restrictions, and social distancing in the classroom and meal time) could have led to adolescents to experience anxiety and depressive symptoms. Such mental health impacts could increase the risk of suicidal ideation in this population. Moreover, according to a report by the Organization for Economic Co-operation and Development, although the total number of suicide deaths in South Korea decreased in 2021, the suicide rate of those aged 10–29 years increased. One factor affecting the result is adolescent mental health by COVID-19. This study examines the mental health status of South Korean adolescents amid the prolonged COVID-19 pandemic, and identifies and analyzes predictors of suicidal ideation, suicide planning, and suicide attempts.MethodsThe study used data from 54,948 adolescents who participated in the 2020 Korea Youth Risk Behavior Web-based Survey. Based on their responses to suicide-related questions, the sample was divided into a healthy group, suicide-ideation group, suicide-planning group, and suicide-attempt group. The descriptive statistics of these groups were then analyzed. An analysis of covariance, post-hoc tests, and multiple logistic regression analysis were performed on the four groups.ResultsOverall, 6.9% of the participants reported suicidal ideation, 2.2% reported planning suicide, and 1.9% reported attempting suicide in the previous 12 months.ConclusionsDuring the prolonged COVID-19 pandemic, there is a strong need for various individualized programs that identify and intervene to support adolescents at risk of suicide by accurately assessing their mental health risk factors, such as stress, sadness and despair, loneliness, and generalized anxiety disorder. Accordingly, it is necessary to develop and distribute a mental health and well-being curriculum, strengthen suicide prevention programs and support services, expand mental health diagnostic tests, and school-based mental health programs.

“Children will leave school with these life skills, which I think is amazing”: an interview study exploring teachers’ experiences of implementing a health and wellbeing curriculum

ABSTRACT Since 2020, changes to the school curriculum in England and Wales have made elements of Personal, Social, and Health Education (PSHE) statutory. As schools grapple with these changes, alongside the psychosocial impact of the Coronavirus pandemic, it is important to consider effective ways of helping children make safe decisions and improve their overall mental health/wellbeing. Previous research has demonstrated the benefits of Acceptance and Commitment Therapy (ACT) as a treatment for range of psychological and behavioral disorders. As an extension of this, the DNA-V model provides a way of teaching children and adolescents the same psychological skills targeted within the ACT model in a more developmentally informed manner. Using scripted lesson plans, the Connect PSHE curriculum offers a research-informed curriculum for 4- to 11-year-olds so teachers can introduce the DNA-V model alongside the six ways to wellbeing. In this paper, we aimed to explore teachers’ (N = 6) experiences of implementing Connect PSHE within a primary school context. Through semi-structured interviews and thematic content analysis, we identified six themes around the implementation process: (1) buy-in and engagement, (2) training and support for teachers, (3) program design, (4) creating a psychologically safe environment, (5) online delivery, (6) benefits. We outline how these findings support the existing literature around school-based ACT and reflect upon some of the feedback for future development.

Foundational Skill-Building in a Novel Well-being Curriculum.

Mental illness and decreased well-being are pervasive throughout physician assistant (PA) training, and the accreditation standards require a wellness curriculum. The purpose of this study was to determine if a mandatory, multifaceted virtual wellness curriculum can mitigate the decline in well-being experienced by first-year PA students. First-year PA students from 5 programs (n = 259) participated in a 16-week asynchronous virtual course. The course integrated evidence-based content on vulnerability and stigma, mindfulness and decentering, and reflective writing. Total weekly content averaged 30-60 minutes and was presented in multiple formats including recorded lectures and panels, readings, and discussion forums. Students completed anonymous pre- and postsurveys, and ordinary least squares (OLS) regression with a fixed effect for each school was used for data analysis. In total, 157 of 259 (60.6%) students completed both surveys with matching unique identifiers. The majority of students (73.6%; 134/182) thought this course had a positive impact on their training as a PA student. Baseline scores were significantly predictive of end-point scores for the PHLMS, OMS-HC-15, SSOSH, RPQ, and UCLA-3 (see Methods section for full names of surveys). Race was significantly predictive of PHLMS and OMS-HC-15 scores; age was significantly predictive of SSOSH scores; and gender was significantly predictive of RPQ scores. For a student with low baseline well-being who is entering a PA program, dedicated curricula focusing on foundational wellness skills can be successful in improving well-being. Future work is needed to more fully characterize the scope and extent of this program's impact on PA learners. Additional efforts are also necessary to optimize the delivery and provide access to PA students nationwide.

探討正念幸福課對毒品收容人之睡眠品質、心理幸福感及正念程度效果

<p>本研究旨在了解正念幸福課對提升毒品收容人之睡眠品質、心理幸福感及正念程度的立即與持續效果,以及其中的學習經驗。研究參與者為北部某監所之毒品收容人,共 64 位,平均年齡 39.63 歲(SD=6.46)。採混合研究之平行混合設計。研究結果發現,正念幸福課未顯著增進睡眠品質,但顯著增進心理幸福感之立即與持續效果,且立即效果優於持續效果;在正念程度方面,正念幸福課未顯著增進正念程度,但實驗組的正念不反應程度在後測有顯著提升。在學習經驗方面,學習的助益是從身體放鬆到心思的定靜、從細節性的體察中增進後設判斷能力與同理心;學習的困境則為延宕滿足能力薄弱又期待立竿見影、學習初始的挫敗經驗降低再投入之意願,以及生活環境與結構的影響。</p> <p> </p><p>Objectives: This study investigated the immediate and follow-up effects of a mindfulness program entitled the Mindfulness-Based Well-being Curriculum (MBWC) on the sleep quality, psychological well-being, and mindfulness of prisoners for Drug Offenders. The participants were 64 prisoners from one prison in the north of Taiwan with an average age of 39.63 years (SD = 6.46). Method: This study employed a parallel mixed design using mixed methods. Results: Participation in the mindfulness program did not significantly enhance sleep quality but caused both immediate and sustained enhancement of psychological well-being, with a stronger immediate effect. Participation in the mindfulness program did not significantly enhance mindfulness; the degree of nonresponsiveness of the experimental group was significantly enhanced in the posttest compared with the pretest. he learning process included relaxing the body to calm the mind and to enhance meta decision-making and empathy through detailed observation. The difficulties encountered in the mindfulness learning were a weak ability to delay gratification and an expectation of immediate results, frustrating experiences at the beginning of learning reduced willingness to practice, and the influence of the living environment and structure.</p> <p> </p>

Practical Strategies to Foster a Well-Being Curriculum for Medical Students.

To the Editor: I read the report by Ferguson and colleagues1 on their REACH (Recognize, Empathize, Allow, Care, Hold each other up) curriculum with great interest. The authors presented an elegant study describing the problem of learner distress that triggered the curriculum, the approaches used, the curriculum design and educational strategies, and project assessment and evaluation outcomes. However, I thought that the design and assessment of the project should highlight practical strategies concerning the well-being of medical students, not just an integrated curriculum. In this regard, I would like to raise 3 issues. First, students struggling with mental health issues and burnout usually fear stigmatization if they seek help and disclose their symptoms; they also fear being labeled as “not suitable-to-practice.” With these concerns in mind, the program should have a practical stream of resources that run parallel with the curriculum to enable early approaches to detect and support these students.2,3 Second, it would be helpful if storytelling is used to assess curriculum outcomes. Students use their storytelling to talk about how the program changed their behavior and helped them grow, regain their self-confidence, face their areas weakness, and overcome a challenge they met. Such storytelling would be an opportunity to increase connection with peers and conquer fears and worries through volubility moments.4 Third, it would be helpful if staff training on students’ well-being included managing student presentations of learning distress and handling difficult conversations and disclosures. They should recognize when to refer students to other services for specific support. The program may also benefit from adding peer and faculty role models to strengthen the message given to the students.5,6 These components should be developed in tandem with the curriculum to ensure that this critical area is not just addressed as subjects taught and objectives achieved, but as practical strategies guaranteeing the program’s success.

Preparing society to create the world we need through“One Health”education

A previous concept paperpublished in this journal and a Press Release in June 2016 focused on the importance of raising awareness about the UN-2030 Sustainable Development Goals (SDGs) and, in particular, developing a better understanding about the critical need to ensure the sustainability of people and the planet in this decade and beyond. A recurring theme that weaves through the literature and practical realities is that education presents the best option for ensuring a sustainable future– one that encompasses the health and well-being of humans, animals and the environment (One Health!). To this end, the One Health Education Task Force (OHETF), led by the One Health Commission in association with the One Health Initiative, agreed to conduct an online survey and conference in the fall of 2016to engage interested colleagues in a discussion about the possible application of One Health in K-12 (or equivalent) educational settings. Seventy-six people from around the world participated in the survey which focused on basic concepts, values and principles associated with One Health and Well-Being. Input was sought on the various ways that One Health intersects with the UN Sustainable Development Goals and how they might work together toward common objectives.Questions also explored the why, how, and where One Health could be incorporated into K-12 curricula, and who should be involved in creating this new curriculum. The survey also addressed the challenges that might be encountered in gaining support, funding and implementing a One Health and Well-Being curriculum globally. Overall, there was a great deal of agreement among participants as to the priorities and major challenges that would be encountered in moving this initiative forward and, most importantly, that this type of initiative is greatly needed. The online conference involved twenty-five participants, including ten who had also participatedin the survey, and others who had shown interest in previous publications and presentations on this topic. The conference was designed to present the results of the survey and conduct a more in depth discussion about potential curriculum development designs, funding sources, and implementation challenges. Five strategies were presented for K-12 One Health curriculum innovation, from teacher training programs and grants, to the development of a digital sharing network and knowledgebase. Funding options were discussed and included multi-national organizations such as the United Nations and World Bank as well as large foundations that have funded major change initiatives in the past. Critical points were made regarding the scope of this initiative and the need to integrate any curriculum with the diverse needs of local people, their cultures, and the particular One Health challenges facing their region. Importantly, a “Community of Practice” model was put forward as a means to support and promote the goals of One Health teaching and learning in a meaningful and supportive way for the benefit of all involved. This survey and conference provided valuable external input and support for the OHETF’s proposal to develop a global K-12 One Health -themed educational initiative. The perspectives reported here are also a useful account of the progress we have made as a One Health community in consolidating our values and principles so that they can drive meaningful change initiatives such as that being proposed.

Trends in medical students' health over 5 years: Does a wellbeing curriculum make a difference?

Trends in New Zealand (NZ) medical students' health and the influence of a wellbeing curricula are unknown. The author's collected self-report data from NZ medical students on 'Graduation Day' from 2014 to 2018, using a serial cross-sectional survey design with validated scales assessing psychological health, stigma, coping, and lifestyle. Comparisons were made with NZ general population same-age peers. Analyses examined trends, differences between 'cohorts' of students receiving different exposures to a wellbeing curriculum, and correlations between students' own lifestyle practices and their frequency of talking with patients about those topics. Of 1,062 students, 886 participated. The authors found statistically significant self-reported increases from 2014 to 2018 for negative psychological indices, including scores for distress and burnout, suicidal thoughts in the preceding year, and the likelihood of being diagnosed with an anxiety disorder. There was a significant increase in numbers of students reporting having their own doctor as well as increased healthy coping strategies and a significant decrease in stigma scores. Academic cohorts of students who had completed a wellbeing curriculum were more likely to report high distress levels, having been diagnosed with a mood disorder, and being non-drinkers than students without wellbeing training. When compared to NZ peers, medical students smoked less, exercised more, and were less likely to have diagnosed mood and anxiety disorders, but reported more distress. The authors found a significant correlation between the amount of exercise students undertook and their likelihood to discuss exercise with patients. NZ medical students have better physical health than general population peers and are more likely to discuss exercise with patients if exercising themselves. However, cohorts of graduating students report increasing distress despite the implementation of a wellbeing curriculum. Research is needed into mechanisms between students' self-awareness, willingness to report distress, stigma, mind-set, coping, and psychological outcomes, to inform curriculum developers.

Recommendations for a ‘Wellbeing Curriculum’ to Mitigate Undergraduate Psychological Distress Associated with Lack of Careers Confidence and Poor University Engagement

To foster a ‘wellbeing curriculum’ in a climate with an increasingly competitive graduate jobs market, we believe it is critical to support undergraduate career development and to develop positive peer and educator relationships, particularly for non-vocational degree programs. However, these relationships between undergraduate wellbeing and their career development or peer/educator relationships have not been specifically examined. This study used a mixed methods approach to examine if poor career development or university engagement (quality of relationships with peers or educators, use of the university careers and counselling services, time studying) were associated with psychological distress for students in non-vocational degree programs. Undergraduates (biomedical science; n=1100) from five Australian universities participated in a survey to investigate relationships between psychological distress, as determined by their responses to the Depression, Anxiety and Stress Scales, and their career development or university engagement. Almost half of the students lacked confidence in their ‘future employment and job prospects’. Students’ psychological distress was significantly correlated with lack of confidence with their career development, poor relationships with their peers and educators and little use of the counselling service. Further exploration of these factors in student focus groups highlighted stress associated with academic competition between students and a critical need for undergraduate career development, especially industry placements. We provide pivotal recommendations to promote undergraduate and educator wellbeing, by developing a ‘wellbeing curriculum’ that supports career development and positive relationships between students and their peers and educators, particularly vital for non-vocational degrees.

REACH: A Required Curriculum to Foster the Well-Being of Medical Students.

The extent of medical student unwellness is well documented. Learner distress may impact patient care, workforce adequacy, and learners' performance and personal health. The authors describe the philosophy, structure, and content of the novel REACH (Recognize, Empathize, Allow, Care, Hold each other up) curriculum and provide a preliminary evaluation. The REACH curriculum is a mandatory, longitudinal well-being curriculum for first- and second-year medical students at the Medical College of Wisconsin (MCW) designed to prepare them for the emotional life of being a physician. The curriculum uses a framework, core concepts, and skills from the field of trauma stewardship. It builds on effective medical student well-being interventions (e.g., mindfulness-based training) and the sharing of personal stories by instructors during didactic and small-group sessions that are integrated into the regular MCW curriculum. During the first 2 years of implementation (2018-2019 and 2019-2020), the curriculum was evaluated using mid- and postcurriculum student surveys. Over 700 students have completed the REACH curriculum as of March 2022. Overall, most students who responded to the surveys in 2018-2020 reported that they felt the REACH curriculum material was important, that the curriculum met their expectations for a quality medical school course, and that they would recommend other schools incorporate a similar curriculum. Respondents to the 2019-2020 postcurriculum survey indicated the REACH curriculum helped them develop self-care (84% [85/101]), mindfulness (76% [76/101]), and help-seeking (71% [72/101]) skills. The initial outcomes show that integrating a mandatory well-being curriculum is feasible and acceptable to medical students. The authors plan to examine the relationships between student-reported well-being metrics, academic and clinical performance data, and professional identity formation. They are also prototyping electronic dashboards that will allow students to interact with their well-being data to promote timely help-seeking and behavior change.

"I'm making a positive change in my life": A mixed method evaluation of a well-being tertiary education unit.

Mental health disorders (MHDs) are prevalent amongst university students with detrimental impacts on individual students, universities and the wider community. There is an urgent need for proactive and preventative strategies to address the mental health crisis in the university population. This study evaluated the efficacy of a 13-week unit developed to directly educate university students about ways to improve and maintain well-being. Fifty-eight university students from five disciplines participated in a 13-week elective undergraduate unit "Well-Being Fundamentals for Success" as part of their degree. The Act Belong Commit mental health promotion campaign framework formed the basis of teaching materials. Outcome well-being measures were self-assessed at weeks 1, 6 and 12 using four scales: (1) Warwick-Edinburgh Mental Well-being Scale (WEMWBS); (2) Perceived Stress Scale (PSS); (3) Brief Resilience Scale (BRS) and (4) Mindful Attention Awareness Scale (MAAS). Post-unit group interviews (n=11) were analysed for key themes. Linear mixed models demonstrated a significant improvement in BRS over the semester; well-being (WEMBS) and mindful attention (MAAS) did increase but not significantly. There was a significant increase in stress (PSS) over the semester. Key themes that emerged from the group interviews were that (1) University life contributes to well-being; (2) University life contributes to stress; (3) The well-being unit helped students see and do things differently; (4) An overall endorsement of the unit. University students' resilience increased over the semester following participation in a curriculum focused on well-being which featured a combination of theoretical content and experiential workshops. So what? Incorporating mental well-being curriculum into tertiary education is proactive preventive health strategy which may assist with the increasing prevalence of MHD in Australia.

Improving children’s wellbeing through media literacy education: An Irish study

Via diverse content including programmes, songs and child-led social media channels, children are constantly exposed to commercially funded messages encouraging purchase behaviour. While there is no definitive agreement that advertising to children is detrimental to their wellbeing (Rowthorn, 2019), there is an enduring concern over the unintended effects of advertising on children (Opree et al., 2019). A substantive body of literature advocates for media literacy education to enable children to critically assess the content of marketing messages (De Pauw et al., 2018; Nelson, 2016). However, there is a dearth of research focusing specifically on the relationship between media practices of children, in terms of activities and competencies, and their wellbeing at pre-teen ages (Swist et al., 2015). This study responds to that gap by piloting a recently launched media literacy intervention designed to complement wellbeing curriculum in Irish primary schools, exploring if media literacy competences can improve children’s wellbeing.

Well-Being Of First-Year UST-CRS Students of First-Term Academic Year 2019-2020: A Cross-Sectional Study

Aim: To describe the well-being and perceived well-being factors among freshmen students from the University of Santo Tomas - College of Rehabilitation Sciences (UST-CRS) of the first term academic year 2019-2020. Methods: This descriptive quantitative study utilized the World Health Organization-QoL-BREF questionnaire to assess the different domains of well-being at the end of the first term of 214 first-year students from occupational therapy (OT), physical therapy (PT), speech-language pathology (SLP), and Sports Science (SPS) programs. Data collected were analyzed using descriptive and inferential statistics (α<0.05). Results: Most of the students in all programs reported being satisfied with their health and had a good overall perception of their QoL at the end of the first term. Furthermore, physical health (p = 0.46), psychological health (p = 0.44), social relationships (p = 0.98) and environment (p = 0.82) domains were found to be similarly high across all and within programs (OT: p = 0.24; SLP: p = 0.28; SPS: p = 0.51) except for PT students (p = <0.01). Academic demands & pressure, sleep, and high expectations from others or self were three main reported perceived factors influencing well-being. Further analyses revealed that family dynamics "and social & physical environment were significantly correlated with overall well-being. Conclusion and Implications: This research described the well-being and perceived factors of well-being among UST-CRS first-year students after the first term academic year 2019-2020. Data may serve as a baseline for future assessment and program development of a supportive well-being curriculum for students' holistic growth and advancement.

The effect of a well-being curriculum on the mental health outcomes of first-year PA students.

Neary, Stephanie MPA, MMS, PA-C; Ruggeri, Mary MEd, MMS, PA-C; Roman, Christopher DMS, MA, MMS, PA-C; Hoover, Eve DMSc, MS, PA-C, DFAAPA; Butaney, Bhupin PhD; Weller, Indigo MFA, MS Author Information

Integrating a Grassroots Well-Being Curriculum into a Radiation Oncology Residency Program

PurposeThe burnout rate among US radiation oncology residents was 33% in 2016. To our knowledge there are no published interventions addressing burnout among radiation oncology residents. We describe the implementation of a well-being curriculum, cocreated by a psychologist, a medical humanities professional, and radiation oncology attending and resident physicians. Methods and MaterialsRadiation oncology residents at our institution were surveyed to determine themes that induced burnout. A curriculum was developed, with monthly small group sessions focused on 1 identified topic. Sessions alternated between psychological tool-focused approaches and humanities exercises. These were led by a psychologist or medical humanities professional. Residents were given protected time to attend sessions during business hours. Participation was optional. Participants were assigned a random identifier, and the Stanford Professional Fulfillment Index (PFI) was assessed at baseline and 3-month intervals. PFI trends were analyzed after 1 year. At the end of the year, a focus group was held to evaluate work satisfaction and self-reported interactions with patients and coworkers. This information was used to improve the curriculum. ResultsAll 12 residents in the radiation oncology program participated in the curriculum. There was an equal number of residents of postgraduate years 2 through 5. Six of the participants were female. Of the participants, 11 completed the PFI. At baseline, 80% of residents met criteria for burnout. This decreased to 67%, 50%, and 33% at 3, 6, and 9 months, respectively. The proportion of residents meeting criteria for very good professional fulfillment was 30%, 56%, 38%, and 22% at baseline and 3, 6, and 9 months, respectively. On average, 9 of 12 residents attended each session. ConclusionsOur experience demonstrates the feasibility of collaborating with residents in the development of a well-being curriculum to cater programming to their needs, which we believe led to excellent engagement and attendance at each session.