Wellness Curriculum

Brief outline of the project

A review of the curriculum to promote wellness

With the challenges caused by the COVID19 pandemic, medical schools are faced with the implantation of changes to their pre-clerkship and clerkship curricula.  Furthermore, evidence-based strategies supporting both personal and system wellness began to emerge.  Burnout exists across practice settings independent of gender, career stage, discipline, or specialty.  As 50% of physicians suffer from burnout, this is associated with increased medical errors and suboptimal patient care.

Many factors contribute to burnout and they are related to the individual, the training environment, and the society.  To promote wellness in medical schools, an evidence-based approach must be utilized and wellbeing curricula must be developed.  The first step is to review the wellness curriculum at our faculty of medicine in order to identify all components and determine the gaps.

The Wellness curriculum at the faculty of medicine has to be reviewed and designed to support longitudinal wellness in all 4 years of medical school.  All components related to wellbeing need to be identified to create a learning environment that foster wellness. This involves the formal learning, informal learning and “hidden” curriculum. 

The goals for the student:

The goal of this summer project is to review the curriculum in the pre-clerkship and clerkship components and to identify all objectives for lectures, workshops, clinical rotations, that pertain to wellness.  Results will be used to restructure a longitudinal curriculum and to engage faculty members and students as per the diagram below.

Diagram

 

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