EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

Vulnerable Medical Student Ecosystems: Transdisciplinary Learning Sciences Interventions, Maximizing Student Learning and Promoting Mental Health

Abstract

Medical students (MS), as a focus of investigation, are usually the last group that would be considered as suffering from mental health issues. However, the literature shows otherwise; MS suffer debilitating anxiety and depression which worsen with the progression of their studies. The literature also highlights the medical school curriculum as a significant cause of the elevated stress, anxiety, and depression levels within the MS population. This article explores the vulnerable nature of MS by focusing on the nature of the medical school’s hidden curriculum and culture, highlighting its impact on the entire medical education ecosystem and the MS. This article, then, investigates the three dominant epistemological belief frames in medical school which impact the vulnerable nature of MS. Finally, this article presents potential interventions, targeting the need for cultural change that may contribute to the creation of a more compassionate learning ecosystem to build the MS’ mental resilience in medical school and create a stronger medical workforce.

Keywords: Medical educationvulnerable ecosystemslifelong learningmental healthreflective practitioners

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Published online: 17.09.2021
Pages: 284-305
Publisher: European Publisher
In: Volume 30, Issue 3
DOI: 10.15405/ejsbs.305
Online ISSN: 2301-2218
Article Type: Original Research
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