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Area of Science:

  • Medical Education
  • Student Wellness
  • Learning Communities

Background:

  • Learning communities (LCs) are increasingly used in medical education to enhance student learning, wellness, and engagement.
  • The implementation and impact of LCs are still emerging areas with limited research.
  • A wellness-in-action session was developed to improve self-care, camaraderie, and socialization within LCs.

Purpose of the Study:

  • To evaluate the effectiveness of a "wellness-in-action" session integrated into a medical school's learning community curriculum.
  • To assess the impact of the session on student self-care, camaraderie, and socialization.
  • To gauge student and faculty perceptions of the wellness initiative.

Main Methods:

  • Over 180 first-year medical students and 20 faculty advisors participated in a 1-hour "Brian's Field Day" session across two academic years.
  • Activities included yoga, meditation, sports, art, pet therapy, and games.
  • Student perceptions were assessed via electronic surveys.

Main Results:

  • Response rates were 47% and 49% in the respective academic years.
  • Post-session surveys showed positive perceptions, with high mean scores for enjoyment (4.00-4.61), improved camaraderie (4.00-4.61), and desire for continuation (4.00-4.61).
  • Self-care perceptions were also positive (3.96-3.83), and qualitative feedback highlighted enhanced bonding and a desire for more events.

Conclusions:

  • Learning communities are valuable for medical student wellness and socialization.
  • Integrating "wellness-in-action" sessions into LCs can effectively boost peer-to-peer and faculty-student relationships.
  • These sessions offer a practical and engaging method to address academic stress and promote community in medical education.