ArticleCanadian medical education journal2023
Towards an autonomy-supportive model of wellness in Canadian medical education.
Article in Canadian medical education journal, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed.
- Academic Stressors and Sociodemographic Vulnerabilities Among Medical Students at the University of Ottawa.MedEdPublish (2016) · 2026Article
- Enhancing self-care education amongst medical students: a systematic scoping review.BMC medical education · 2024Article
- Knowledge is power: bolstering student efforts to improve learner well-being.Canadian medical education journal · 2023Article
- The overcrowded curriculum is alarming.Canadian medical education journal · 2023Article
- The Tree of Life and other tragedies: a brief response.Canadian medical education journal · 2023Article
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Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: Learner distress is a huge problem in medicine today, and medical institutions have been called upon to help solve this issue. Unfortunately, the majority have responded not by addressing the system and culture that have long plagued the profession, but by creating individual-focused "wellness" interventions (IFWs). As a result, medical learners are routinely being forced to undergo training on resilience, mindfulness, and burnout. Approach: Grounded in well-supported theory and empirical evidence, my central argument in this commentary is that IFWs are inappropriate, insulting, and psychologically harmful to learners, and that they need to stop. Contribution: Extending prior work in this area, I first present three fundamental problems with IFWs. I then recommend a paradigm shift in how we are approaching "wellness" in medical education. Conclusion: Finally, I provide an evidence-based roadmap, in self-determination theory, for how system-level improvements could be made in a timely, sustainable, and socially responsible way, that would benefit everyone in medicine-from leaders, to educators, to learners, to patients.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.