Student, Resident, or Faculty Wellness Research Abstracts UME - Preclinical

Assessing Medical Students’ Subjective Well-Being

Posters - F - Faculty Posters
Student, Resident, or Faculty Wellness
Intended Audience Track
Undergraduate Medical Education - Pre-clinical Education Faculty
Presentation Type
Research Abstracts
Elizabeth A Beverly, PhD, OU-HCOM
John Schriner, PhD, OU-HCOM
Mary Wurm-Schaar, PhD, OU-HCOM

Not presenting
Thu Hoan Do, MEd, OU-HCOM

Poster Rating


All accreditors of U.S. medical education programming currently have standards related to trainee wellness or well-being. While there is no single definition of “well-being”, it is a more encompassing construct than wellness and warrants prioritization in medical education programming. To inform Ohio University Heritage College of Osteopathic Medicine (OU-HCOM) efforts in this area, we used the Lui & Fernando (2018) Well-Being Scale (WeBS) which targets physical, financial, social, hedonic and eudemonic aspects of well-being, and accommodates students’ ethnocultural differences, to obtain feedback from 615 students at all training levels. The survey instrument overall evidenced good reliability with our subjects (α=.93) and Cronbach’s Alphas of the subscales were all >.80 except for the social well-being scale (i.e., α=.79). One subscale, social well-being, consistently received the highest ratings of any subscale at every training level; a useful finding since having supportive relationships is “one of the strongest predictors of well-being” (Diener & Suh, 2003). While this is one of the first studies of medical students' well-being using in instrument that measures multiple domains of the construct, further research is needed to determine the trajectory of students' well-being over the course of their medical training.