Article Figures & Tables
Figures
- Figure 1:
Study flow diagram.
- Figure 2:
Medical schools and learners represented among included studies.
- Figure 3:
Cumulative number of published studies on interventions for medical learner well-being.
- Figure 4:
Number of studies that reported significantly positive effects of well-being interventions by well-being domain, level of intervention and type of learner. Note: One level of intervention was recorded from each included study. More than one well-being domain could be recorded from a single study.
Tables
Well-being domain Description Examples Social State of well-being in which individuals and communities feel they understand, are a part of, and are accepted by their social environment, and are comfortable expressing their feelings, needs, identities and opinions.16 This includes processes (methods) and outcomes (experiences) of social well-being. Isolation, imposterism, equity, diversity, discrimination, race, religion, ethnicity, family support Mental State of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community.23 Mindfulness, mental health, mental illness or disorder, anger, sadness, emotions Physical Perception and expectation of well-being of an individual’s body, including the active and continuous effort to maintain optimum levels of physical activity and focus on nutrition, as well as self-care and maintenance of a healthy lifestyle.16 This acknowledges physical health and limitations can coexist in a healthy environment. Exercise, physical activity, physical health, nutrition, symptoms of burnout Intellectual State of well-being in which individuals are enabled to pursue creative, mentally stimulating activities that expand their knowledge, develop skills, and foster life-long learning and teaching, toward a goal of self-actualization.16 This includes processes (how) and outcomes (deliverables) of intellectual well-being. Learning, tools, outcomes, teaching, goals, learning needs Occupational Protection and promotion of workers or learners by preventing and controlling occupational diseases and accidents, and by elimination of conditions hazardous to health and safety at work or school, and the development and promotion of healthy and safe work or learning, work or learning environments and organizations.24 This includes processes (responsibilities) and outcomes (trajectories) of occupational well-being. Work, (resident) rotation, job, laboratory, research (assistantship or similar) Study Well-being domain† Level No. and type of students Intervention Analysis Themes or theory Author findings from original study Undergraduate medical students Brown et al., 201830 Intellectual, occupational Individual 123; first-year undergraduate medical students Program for Improvement in Medical Education for engagement in quality improvement training Thematic Continuous support; genuine interest in improving medical education; team-based learning and problem solving; regular project feedback; access to education resources for quality improvement Medical education is an appropriate setting to teach preclerkship medical students about quality improvement, which might lead to increased knowledge of quality improvement. Byszewski et al., 201732 Intellectual, occupational Individual 93; undergraduate medical students Multimedia podcast resource on what a geriatric specialty entails Thematic Students found the podcast a creative method to present a specialty and suggested creating podcasts for other medical fields; students provided suggestions for including patient testimonials and “A day in the life of …” A multimedia podcast for medical students can raise awareness of geriatric medicine as a potential career choice and can be used as a novel multimedia approach for a variety of career options when considering residency programs. Cadieux et al., 201733 Intellectual, occupational System 62; first-year undergraduate medical students Leadership course grounded in business pedagogy Thematic Understanding change; effective teamwork; leading in patient safety; leadership in action Leadership in medical education should be applicable to the learner’s stage of training and may be better supported if leadership is framed as a competency throughout their career. Chew et al., 201236 Intellectual, occupational Individual 18; second-year undergraduate medical students Preclerkship HIV elective Thematic Enthusiasm for small group sessions; clinical observerships; community agency placements; diversity of topics covered Student-run initiatives can supplement medical curriculum content and promote student leadership and interest, community partnerships, and faculty mentorship. Ellaway et al., 201445 Social, intellectual System 101; first-year undergraduate medical students Mobile device program Grounded theory Mobile devices augment, but are not replacements for, laptop computers, and mobile devices in medical education are perceived as a tool and source of support Medical learners use mobile devices depending on the learning culture and contexts of their specific medical programs and education ecologies. Law et al., 201966 Intellectual, occupational Individual 17; undergraduate medical students Computer programming certificate course Thematic Value of the course; potential application of learning Computer science and medicine would benefit from enhanced 2-way communication when developing technology for use in medicine. Lynch et al., 201468 Social, intellectual Individual 4; undergraduate medical students Linking students from North America and Europe with a peer-to-peer learning approach Thematic Peer connection; trust in data veracity; aid to clinical learning process Connecting students across continents in a community of peer-to-peer learning encourages peer cooperation with potential to disseminate key clinical learnings. Welsher et al., 201888 Intellectual Individual 23; preclerkship undergraduate medical students Video-based observational practice communities that augment simulation-based skill education and connect geographically distributed learners Thematic Ease of use; technical knowledge; versatile and accessible; observational tools beneficial to learning; desire for more networked, observational learning activities Video-based observational practice communities are feasible to support simulation-based learning of clinical skills in a distributed group of health professional trainees. Yeung et al., 201790 Social, intellectual Individual 20; second-year undergraduate medical students Longitudinal Students as Teachers program Thematic Program increased perceived knowledge and provided students with opportunities to practice teaching and to provide and receive feedback, and to reflect on their practice Early exposure to medical education theories allows opportunity to apply theories practically through ongoing teaching and feedback sessions that include reflective exercises. Postgraduate medical students Campagna-Vaillancourt et al., 201434 Social Program 45; otolaryngology–head and neck surgery Multiple Mini Interview (MMI) for the selection of applicants to residency Thematic Meet more staff; less stressful; multiple first impressions; different aspects of personality; objective and fair; team assessment Using the MMI for admission to a residency program has good acceptability and reliability, and is feasible. Malhotra et al., 200869 Mental, intellectual Program 12; internal medicine Mini Clinical Evaluation Exercise Phenomenological Education; assessment; exam preparation The mini Clinical Evaluation Exercise is anxiety provoking at first, but may provide insight into clinical competence over time. Myden et al., 201274 Intellectual, occupational Program 6; orthopedics Computer-assisted surgery simulations Thematic Confidence; awareness; deepening knowledge; changed perspectives High-impact educational interventions endorsing cognitive flexibility increases confidence, changes awareness, and deepens knowledge and perspectives. Sachedina et al., 201977 Occupational Individual 17; cardiac critical care Code Blue Simulation Program (CBSP) Thematic The CBSP is a useful tool to help prepare residents to serve as code blue learners and the authenticity of the CBSP cases was useful The CBSP enhanced resident preparedness. Differences between simulated and real codes should be addressed to enhance fidelity. Sukhera et al., 201883 Mental System 10; psychiatry Mental illness implicit association test Grounded theory Vulnerability provoked tension between personal and professional identities reconciled through striving for ideal while acknowledging the actual Addressing implicit bias among health professionals is influenced by the process of recognizing and managing biases. Tait et al., 201384 Mental, intellectual, occupational Individual 7; family medicine, psychiatry The Dignity Interview Thematic Experience of the interview; patient as teacher; residents reflecting on their own lives; resident reflections on palliative or end-of-life care education; physician role in conflict Conversations with dying patients and soliciting a patient’s story are poorly taught and modelled in medical education. Tan et al., 201385 Social, occupational Program 130; family medicine Online virtual patient clinical case in palliative care Thematic Useful content; beneficial teaching modality; realism of case; awkward navigation; worried about missing key points in the case The online virtual patient case in palliative care is a useful teaching tool to address need for increased formal palliative care experience in medical education.
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