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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.