Implementation and Evaluation of a Wellness Program in a First-Year Medical Student Anatomy Course

Authors

Gina R. Lepore, University of PennsylvaniaFollow
Gavin Turner, University of PennsylvaniaFollow
Benjamin Abramoff, University of PennsylvaniaFollow
Daniel DePietro, University of PennsylvaniaFollow
Nicole Robinson, University of PennsylvaniaFollow

Funder

A single $50 gift card, funded by course leadership, was offered as an incentive through a random drawing among survey respondents. The authors received no external funding for this study.

Conflict of Interest

The authors have no conflict of interest to declare for this work.

Abstract

Introduction: Cadaveric dissection is a central component to anatomy education. However, for many students, dissection can be emotionally taxing, highlighting a potential area for increased support. This project evaluated the implementation of a wellness program within a dissection-based anatomy course.

Methods: Throughout a 12-week first-year medical student anatomy course, two teaching assistants (TAs) served as “Wellness TAs” and implemented a structured wellness program that included weekly office hours, supportive emails to students that addressed emotionally challenging coursework, and scheduled “wellness breakfasts/snack breaks.” An anonymous survey was distributed following the course. The survey assessed demographics, perceptions of the anatomical donor, emotional difficulty of course, coping mechanisms, utilization and efficacy of the wellness interventions.

Results: The survey response rate was 44% (72/162). Emotional difficulty of anatomy was rated on a scale from 0 (not challenging) to 100 (extremely challenging), with respondents reporting a mean emotional difficulty of 44.4 ± 22.4 (SD); (range = 95, mode = 50, median = 50). Male gender was associated with a lower reported emotional difficulty compared to female gender (34.7 ± 22.3 (SD) vs. 48.3 ± 22.5 (SD), p=0.02, t=-2.338, F(2,62)=3.32, R²=0.097, Adjusted R²=0.068). Additionally, the specimen-view was associated with lower reported emotional difficulty compared to the person-view (35.4 ± 21.6 (SD) vs. 55.8 ± 19.4 (SD), p <0.001, t=-3.99, F(1,66)=15.97, R²=0.195, Adjusted R²=0.183). Age, first-generation physician status, and preferred specialty choice were not associated with emotional difficulty. When asked about coping and support mechanisms, the majority of respondents utilized informal, peer-based coping mechanisms. Respondents found the email warnings to be the most effective initiative, followed by the wellness breakfasts/snacks. Qualitative survey responses commonly highlighted difficulties surrounding the first day of dissection and head/neck dissections.

Conclusion: Within a first-year medical student anatomy course, students more commonly engaged in informal coping mechanisms compared with formal wellness support. When engaged with, wellness initiatives were seen as very or extremely effective by almost half of respondents. Proactive strategies and food-based meetings were most effective. Future iterations of wellness programs could benefit from a focus on these strategies.

DOI

10.55504/2578-9333.1312

Recommended Citation

Lepore, Gina R.; Turner, Gavin; Abramoff, Benjamin; DePietro, Daniel; and Robinson, Nicole (2025) "Implementation and Evaluation of a Wellness Program in a First-Year Medical Student Anatomy Course," Journal of Wellness: Vol. 6 : Iss. 1 , Article 9.
DOI: https://doi.org/10.55504/2578-9333.1312
Available at: https://ir.library.louisville.edu/jwellness/vol6/iss1/9