Volume 2: What is our role in promoting student well-being?

Thanks for joining me once again! Today, I’ll continue discussing support services for medical graduate students, with a focus on who holds the responsibility.

Throughout my career of promoting Student Success, the question has come up time and again. Are we, the educators, really responsible for teaching our students basic study skills? Study skills are something they should anticipate needing to know, and equip themselves accordingly! If a student can’t stand the heat of medical school, isn’t this a sign that they should get out of the proverbial kitchen? 

You probably know by now that I don’t like taking that hard line. While I believe that individuals hold responsibility for their personal success, I also feel that we owe students the best education we can give them. We have accepted them as students, and fortifying their chances at success does come within our control. The assistance we provide strengthens our students and their relationships with our programs, as well as our outcomes.

The same questions can be raised about the stressed-out, burned-out, anxious, and depressed students in our programs. Medical school is a proving ground. Using our limited resources to promote student well-being might seem like an afterthought. But is it something we can dismiss? One could argue that if a student lacks the fortitude to push through, it’s a sign that they don’t belong. 

Of course, that’s patently unfair - and moreover, while some students do quit, most of these stressed-out, burned-out, anxious and depressed students do push through somehow or another, often moving on to become stressed-out, burned-out, anxious and depressed medical professionals. Our students are adults in an advanced program who should presumably be able to make decisions to take care of themselves. Yet, as their educators, we can make a significant difference in their lives. A graduate medical program has certain obligations: that support is available, accessible, non-stigmatized, and confidential. 

Hand-in-hand Help

Successful support systems combine institutional resources with personal responsibility. Peer connections, accessible counseling, and meaningful mentorship relationships form the foundation of adequate support for graduate students. At the same time, students should be able to recognize early signs of burnout, build diverse support networks, and prioritize self-care practices.

Currently, most program-sponsored support systems operate reactively—waiting for students to seek help. Yet, students strongly advocate for services that actively identify and offer support to those who are struggling, increasing the chances that help can be offered before academic problems emerge. This proactive approach acknowledges that students experiencing severe distress "tend not to look after themselves very well" and may not initiate contact when they most need assistance. Support for students can include regular wellness events that normalize help-seeking behaviors and integrate well-being into the institutional culture. 

Above all, we must shift away from viewing stress as a normal, unavoidable aspect of medical education. Although the path to becoming a physician will always be demanding, suffering in silence should never be considered a rite of passage. After all, the well-being of future healthcare providers directly impacts the quality of patient care they'll eventually deliver.

Medical schools and students who collaborate to create supportive environments will reap benefits that extend far beyond graduation. Together, we can transform medical education into a challenging yet sustainable journey that prepares resilient, compassionate physicians ready to face healthcare's complex demands without sacrificing their well-being.

Peer outreach

The power of peer connection often exceeds what formal institutions can provide. Medical students often form strong bonds through shared experiences, creating supportive environments that foster resilience. Peer-support programs have proven particularly effective as low-cost, sustainable ways to promote wellbeing, offering several key benefits:

• Reducing stigma surrounding academic stress and psychological distress

• Normalizing feelings of uncertainty and sadness

• Helping students realize they aren't alone in their struggles

• Providing “prevention” before “intervention” is necessary, as peer groups can detect signs of trouble and benefit from shared experiences. 

The effectiveness extends beyond emotional support. At some institutions, over 100 peer learning groups meet weekly, allowing upper-term students to lead reviews on various topics. These academic peer-support programs simultaneously address knowledge gaps while building community among future physicians. Programs can take an active role in encouraging such peer groups by providing meeting space, facilitating communication, and recognizing students who display outstanding participation.

In our next issue…

Next week, we’ll conclude this series with a review of the services that medical students find most helpful in coping with the stressors of medical education. Please join me then!