How can educators improve the perception of happiness for pre-clinical medical students?
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How can educators improve the perception of happiness for pre-clinical medical students? Sami Ahmad Ghani* , Muhammed Aizaz us Salam, George Chukwuemeka Oyekwe and Sharfraz Riaz Choudhury
Abstract As medical students, we recognise how the various stages of medical school can influence one’s perception of their educational environment, as illustrated by the work of Yoo and Kim. Throughout this article, via the exploration of reviewed literature and personal experience, we provide a critical perspective into the significance of enhancing student happiness within pre-clinical periods of the medical curriculum. Here, we highlight the refinements and safeguards available which we believe should be taken into consideration by educators. Keywords: Happiness, Medical student, Medical school, Problem-based learning, Work-life balance, Emotional intelligence
Background We thank Yoo and Kim for their research on ‘The relationship between students’ perception of the educational environment and their subjective happiness.’ This study indirectly found a positive association between medical student subjective happiness during clerkships, in contrast to their experience during their pre-medical years; all of which was respective to their medical programme [1]. As British medical students, we appreciate the contrasting educational experience that pre-clinical and clinical students may face along with the corresponding academic expectations that arise. We are of the opinion that promoting happiness cannot be understated for the mental health and wellbeing of students who undertake such an intensive degree. This belief is justified through a meta-analysis consisting of 43 countries, which demonstrated the prevalence of depressive symptoms amongst medical students to total at 27.2% - concerningly high [2]. Throughout this article, we aim to use this newly gained insight to provide a critical perspective in which * Correspondence: [email protected] St George’s University of London, Cranmer Terrace, Tooting, London SW17 0RE, UK
student happiness and wellbeing may be fostered within the pre-clinical curriculum and maintained throughout their future careers. Here, we explore the educational environment through the direct approaches to learning as well as a wider consideration of medical school life which may affect happiness.
Main text Various factors are responsible for the enhancement of student happiness throughout their time at medical school, many of which are influenced by educators who construct their respective educational programmes. From our experience, we have identified the adaptation of course structure, work-life balance, and an emphasised awareness of emotional intelligence as key areas to promote happiness and therefore the long-term mental health of students. We have identified these topics in particular, as we believe each area requires greater attention from curriculum organisers to promote happiness, where adopted refinements may yield great benefits to students.
© The Author(s).
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