ArticleJMIR medical education2026
Experiential Course Learning, Wellness, and Higher Education: Qualitative Descriptive Study.
Article in JMIR medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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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.
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Authors and funding
10 authors.
Funding
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Abstract
Background: Undergraduate students, including those preparing for health professions, report high rates of psychological distress and underuse of traditional counseling services. Credit-bearing wellness courses that combine psychoeducation with experiential learning may offer a scalable, curriculum-based approach to supporting student well-being. Objective: This qualitative study explored how undergraduate students described personal growth, coping, and lifestyle changes following participation in experiential wellness courses. Methods: An anonymous postcourse online survey captured open-ended responses from students enrolled across 6 wellness course sections. The courses emphasized stress physiology, evidence-based coping strategies, and weekly experiential assignments. Narrative responses from 110 participants were analyzed inductively using the reflexive thematic analysis developed by Braun and Clarke within a constructivist-interpretivist paradigm. Results: A total of six themes were identified: (1) healthy habits and practical lifestyle change; (2) stress management skills and mental health techniques; (3) self-reflection, awareness, and personal growth; (4) relevance and immediate applicability; (5) peer connection and discussion-based learning; and (6) course structure and opportunities for improvement. Students described adopting new coping strategies, developing greater self-awareness, and perceiving course content as relevant and applicable to their daily lives. Conclusions: Students described experiential wellness courses as supportive of coping, self-awareness, and behavior change. These findings provide insight into how students engage with and interpret course-based wellness education. Curriculum-integrated approaches may represent a complementary strategy to support student well-being. Future research should examine these approaches across diverse populations and over time.
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