A six-year longitudinal study of a well-being evaluation and support program for medical students

Few studies have shown the impact of learning environment interventions on improving well-being among medical students. We report a longitudinal study in which a class of medical students was followed during their undergraduate medical course (six years). We developed a program based on yearly evaluation of physical and mental health, followed by orientation toward physical activity, and toward mental and physical health care. Our hypothesis was that a program of support for medical students could have a positive impact on the resilience and mental health of these students.

First-year medical students were invited to participate in a longitudinal study that involved an evaluation every year during the medical course. We evaluated anxiety, depression, quality of life, physical activity and resilience. All the results were presented to the students by one of the researchers, who discussed with each student the results of each evaluation and provided orientations and incentives for physical activities and, if necessary, oriented the students to seek academic and/or psychological support, provided by the medical school. Students were oriented to have additional meetings with the researcher during the year, if necessary.

Eighty-four students were followed for six years. Students presented low scores for anxiety and depression symptoms during medical program and high levels of physical activity. The resilience scores increased significantly during the medical course: 27.4% to 63.0% of medical students had high or very high resilience scores (p < 0.001). Qualitative analysis performed at the end of the study demonstrated a positive impact of the program on professional values and self-care.

A program designed for periodic physical and mental health evaluation followed by the support and care of medical students resulted in low anxiety and depression scores and increased resilience during medical school. In addition, this program highlighted the importance of self-care for medical students and well-being for both medical students and their patients. Our results suggest that medical schools must develop programs for the comprehensive care of their medical students.