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Can an Arts Course Help Mitigate Medical Student Burnout?
Rebecca L Volpe1, Claire de Boer2, Emily Wasserman3
1Department of Humanities, H134, Penn State College of Medicine, 500 University Drive, Hershey, PA 17011 USA.
Medical students in an art course reported less psychological distress. The Art as Self Care (AASC) program offered a positive distraction, potentially mitigating burnout and supporting well-being in future physicians.
Area of Science:
- Medical Education
- Psychology
- Arts in Medicine
Background:
- Medical students face high rates of burnout and depression.
- While systemic changes are crucial, individual-level interventions are also important for trainee well-being.
- There is a need for research on the impact of arts on medical student mental health.
Purpose of the Study:
- To evaluate the impact of the Art as Self Care (AASC) course on fourth-year medical students' well-being.
- To determine if the AASC course helps trainees develop supportive habits.
- To explore student experiences with an arts-based well-being intervention.
Main Methods:
- Convergent mixed methods study design.
- Online surveys collected quantitative data from two cohorts at the beginning and end of the academic year.
- Focus groups gathered qualitative data on student perceptions and experiences with the AASC course.
Main Results:
- Qualitative data revealed the AASC course provided positive distraction and stress relief.
- Quantitative data showed a lower incidence of worsening psychological distress in AASC students (13%) compared to non-AASC students (22%).
- Art may offer a protective effect against psychological distress in medical students.
Conclusions:
- The AASC course demonstrates feasibility and potential benefits for medical student well-being.
- Art-based interventions can serve as a valuable tool for supporting medical trainees.
- Pilot data can inform future research and practice in arts and well-being for healthcare professionals.
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