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The promise of longitudinal learning experiences for medical education and student well-being

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dc.contributorBoxmeyer, Caroline L.
dc.contributorShelton, Stephanie Anne
dc.contributorTomlinson, Stephen
dc.contributor.advisorLawson, Michael A.
dc.contributor.advisorWalker, David Ian
dc.contributor.authorHubner, Brook
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2021-07-07T14:36:47Z
dc.date.available2021-07-07T14:36:47Z
dc.date.issued2021
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThere is a need to improve medical student well-being both for individual wellness and for the well-being of patients. A fundamental role of medical education is to develop socially and clinically competent, compassionate physicians and address the factors that impact student well-being. Research and intervention efforts within medical education are limited by a narrow, individual-level focus on the prevention of psychological pathology and health promotion through self-care, stress reduction, and social support. Moreover, these efforts lack theoretically framed operational definitions which consider well-being as environments that foster students’ needs and goals in pursuit of the full functioning of the whole self. Strengthening conceptualizations of well-being provides a way to optimize student personal and professional growth and patient care. The purpose of this three-article dissertation is (1) to introduce a theory-based approach to medical student well-being that targets the individual and the broader medical education ecology and (2) examine exemplars from the learning environment to understand the conditions which may support well-being in medical education settings. The first article introduces well-being frameworks grounded in Self-Determination Theory and community psychology. These frameworks are then utilized in two separate studies exploring medical students’ experiences in longitudinal learning environments. The first study used focus groups to explore student experiences in a longitudinal integrated clerkship and the second used focus groups to explore student leaders’ experiences with a student-run free clinic. Findings indicate that long-term learning experiences promote educational continuity, or connection among learning experiences, with patients and faculty. Continuity experiences with faculty facilitate trusting workplace relationships, promote autonomy support, and create opportunities for positive, formative feedback. Continuity with patients provides students the opportunity for high-quality learning and competency supportive feedback. Additionally, longitudinal learning experiences with vulnerable patients can affirm one’s value to others and promote a sense of mattering. In all, the two studies find that longitudinal, clinical experiences appear to support the student well-being through need supportive conditions that foster a sense of purpose and meaning through service to others.en_US
dc.format.extent140 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0003785
dc.identifier.otherHubner_alatus_0004D_14431
dc.identifier.urihttp://ir.ua.edu/handle/123456789/7864
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational psychology
dc.titleThe promise of longitudinal learning experiences for medical education and student well-beingen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.disciplineEducational Psychology
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.

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