Abstract
Background
Medical student mental health and wellbeing is highly topical worldwide. Research has tended to be either large-scale, quantitative, prevalence studies of wellbeing and associated factors such as burnout, or evaluations of single institution interventions. While theoretically informed definitions of wellbeing abound, how do medical students themselves understand and perceive wellbeing? What aspects of the curriculum do they regard as affecting their wellbeing and mental health? This study explored these questions, and aimed to identify factors associated with student acceptability of wellbeing programs and interventions.
Methods
All students at an Australian undergraduate medical school were invited to complete a qualitative online questionnaire between 2017 and 2018 following the introduction of several wellbeing initiatives, including “Wellbeing Days” (WBD). WBD allow students to take single absence days for self-care. Open-ended questions were asked about perceptions and experience of wellbeing and mental health, and views on interventions to improve wellbeing such as WBD. Thematic analysis was performed , initially by three authors who developed preliminary themes, then confirmed by all researchers . Thematic saturation was achieved within the 68 responses, which included participants from all cohorts.
Results
Participants described wellbeing as positively experienced work/life balance, impacted by four factors; contact hours, peer relationships, staff relationships, and trust in how wellbeing initiatives were used. Long course contact hours were deemed incompatible with self-care activities, maintaining employment, and seeking professional medical/psychological help. Peers could promote wellbeing by offering social and academic support, but also undermine wellbeing by being competitors. Degree of trust, engagement and communication with staff influenced acceptability of interventions. Participants viewed initiatives such as WBD favourably, but distrust of peers, and of staff, led to perceptions that WBD could be prone to misuse, or used for surveillance rather than support.
Conclusion
Our findings suggest that wellbeing days which allow self-care, reduction in contact hours, and peer support may promote student wellbeing, but the acceptability of any interventions is influenced by relationships between students and staff, and with peers. Further research is recommended to investigate the relationship between trust, perceptions of wellbeing in self and peers, and the effectiveness of wellbeing interventions.
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