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dc.contributor.authorKemp, Sandra
dc.contributor.authorHu, Wendy
dc.contributor.authorBishop, Jo
dc.contributor.authorForrest, Kirsty
dc.contributor.authorHudson, Judith N
dc.contributor.authorWilson, Ian
dc.contributor.authorTeodorczuk, Andrew
dc.contributor.authorRogers, Gary D
dc.contributor.authorRoberts, Chris
dc.contributor.authorWearn, Andy
dc.date.accessioned2019-07-04T12:37:21Z
dc.date.available2019-07-04T12:37:21Z
dc.date.issued2019
dc.identifier.issn1472-6920
dc.identifier.doi10.1186/s12909-019-1505-2
dc.identifier.urihttp://hdl.handle.net/10072/386100
dc.description.abstractBackground: Medical student wellbeing – a consensus statement from Australia and New Zealand outlines recommendations for optimising medical student wellbeing within medical schools in our region. Worldwide, medical schools have responsibilities to respond to concerns about student psychological, social and physical wellbeing, but guidance for medical schools is limited. To address this gap, this statement clarifies key concepts and issues related to wellbeing and provides recommendations for educational program design to promote both learning and student wellbeing. The recommendations focus on student selection; learning, teaching and assessment; learning environment; and staff development. Examples of educational initiatives from the evidence-base are provided, emphasising proactive and preventive approaches to student wellbeing. Main recommendations: The consensus statement provides specific recommendations for medical schools to consider at all stages of program design and implementation. These are: Design curricula that promote peer support and progressive levels of challenge to students. Employ strategies to promote positive outcomes from stress and to help others in need. Design assessment tasks to foster wellbeing as well as learning. Provide mental health promotion and suicide prevention initiatives. Provide physical health promotion initiatives. Ensure safe and health-promoting cultures for learning in on-campus and clinical settings. Train staff on student wellbeing and how to manage wellbeing concerns. Conclusion: A broad integrated approach to improving student wellbeing within medical school programs is recommended. Medical schools should work cooperatively with student and trainee groups, and partner with clinical services and other training bodies to foster safe practices and cultures. Initiatives should aim to assist students to develop adaptive responses to stressful situations so that graduates are prepared for the realities of the workplace. Multi-institutional, longitudinal collaborative research in Australia and New Zealand is needed to close critical gaps in the evidence needed by medical schools in our region.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherBMC
dc.relation.ispartofjournalBMC MEDICAL EDUCATION
dc.relation.ispartofvolume19
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1117
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1117
dc.titleMedical student wellbeing - a consensus statement from Australia and New Zealand
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/
dc.description.versionPublished
gro.rights.copyright© The Author(s). 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
gro.hasfulltextFull Text
gro.griffith.authorTeodorczuk, Andrew
gro.griffith.authorRogers, Gary


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