The novel 4-year Longitudinal Well-Being Curriculum aims to foster medical students’ well-being and self-care, and promote a culture of resilience within the learning environment. The Well-Being Curriculum primarily integrates wellness education components and programming that have been found to be useful for primary prevention and that have been well-received by medical learners. The Well-Being Curriculum sessions consist of interactive lectures, small-group discussion, motivational talks, student-led activities, simulated educational sessions, and an online module.
In addition to their individual learning objectives, all Well-Being Sessions reflect the following MDCM Learning Objectives: (a) demonstrate a commitment to personal health and well-being in order to foster optimal [personal care and] patient care, and (b) exhibit self-awareness and manage influences on personal wellbeing and professional performance.
The Well-Being Curriculum draws from Hettler’s (1980) interconnected model of wellness. Hettler defined wellness as multi-dimensional and holistic, encompassing an active, self-directed, and evolving process whereby individuals make choices towards achieving an optimal existence. Our Curriculum involves the following 7 dimensions of wellness: Social, Emotional, Physical, Intellectual, Spiritual, Financial and Occupational. The Curriculum teaches students and engages them in the diverse dimensions of wellness.
Our Innovative Well-Being Curriculum was published in the Canadian Medical Education Journal and the International Journal of Whole Person Care:
Velez, C., Gendreau, P., & Saad, N. (2024). Medical students’ perspectives on a longitudinal wellness curriculum: a qualitative investigation.ÌýCanadian Medical Education Journal,Ìý15(3), 26–36. .
Velez, C., Gupta, N., & Gendreau, P, (2019). The Development and Implementation of a Longitudinal Wellness Curriculum for Â鶹ɫÇéƬ's Undergraduate Medical Program. The International Journal of Whole Person Care 6(1), 6-21. .
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