Student Perceptions of a Reflective Writing-based Wellness Course: "Good in Theory, But..."

Area of Science:

• Medical Education
• Psychology
• Student Well-being

Background:

• Medical students face high rates of burnout and psychological distress.
• Wellness initiatives are increasingly implemented in medical schools to support first-year students.
• The effectiveness and student perception of these initiatives require further investigation.

Purpose of the Study:

• To examine medical students' attitudes toward a reflective writing-based wellness course.
• To understand the perceived benefits and drawbacks of the implemented wellness program.

Main Methods:

• Thematic analysis of 97 student reflective writings.
• Data collected from first-year students at an American Midwestern medical school.

Main Results:

• Students appreciated the intent of the wellness course but found its implementation ineffective.
• The course sometimes contributed to student distress, conflicting with individual health concepts and time constraints.
• Positive outcomes included prioritizing wellness, fostering peer connection, and internalizing supportive messages.

Conclusions:

• While well-intentioned, the reflective writing wellness course had mixed results, highlighting implementation challenges.
• The implicit messages conveyed by the wellness program (care, reduced guilt, emotional expression, community) are crucial for professional socialization and well-being.
• Medical education should consider student-specific needs and perceptions when designing and implementing wellness initiatives.