Strategies for enhancing medical student resilience: student and faculty member perspectives

Strategies for enhancing medical student resilience: student and faculty member perspectives

Objectives To improve programs aimed to enhance medical student resiliency, we examined both medical student and faculty advisor perspectives on resiliency-building in an Asian medical school. Methods In two separate focus groups, a convenience sample of 8 MD-PhD students and 8 faculty advisors were asked to identify strategies for enhancing resilience. Using thematic analysis, two researcher...

Tackling medical student stress: beyond individual resilience

tional, and institutional factors [3]. Despite the recognized role of the educational environment in creating student stress, however, most interventions have been aimed at the individual student. Educators are encouraged to foster resilience, teach coping strategies, and ingrain habits of selfcare [4]. But, as Dyrbye has noted, medical schools have a responsibility that extends beyond promotin...

Developing a Medical School Curriculum for Psychological, Moral, and Spiritual Wellness: Student and Faculty Perspectives.

CONTEXT Although many studies have addressed the integration of a religion and/or spirituality curriculum into medical school training, few describe the process of curriculum development based on qualitative data from students and faculty. OBJECTIVES The aim of this study is to explore the perspectives of medical students and chaplaincy trainees regarding the development of a curriculum to fa...

Medical Student Health Literacy Perspectives and Experiences

to obtain, process, and understand basic health information and services needed to make appropriate health decisions” [2]. While written patient information readability has been used in health student teaching, there is minimal literature focusing on health literacy understanding and experiences among medical students [3]. A pilot project was undertaken at Harvard Medical School to evaluate hea...

Student and Faculty Perspectives on E-Learning Support