The novel 4-year Longitudinal Wellness Curriculum aims to foster medical students’ well-being and self-care, and promote a culture of resilience within the learning environment. The Wellness 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 Wellness 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 Wellness 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 Wellness 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 Wellness 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 91ÉçÇø's Undergraduate Medical Program. The International Journal of Whole Person Care 6(1), 6-21. .
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