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Home / Equine Research Bank / J Med Educ Curric Dev / Outcomes of an Equine Assisted Learning Curriculum to Suppor...
Journal of medical education and curricular development2021; 8; 23821205211016492; doi: 10.1177/23821205211016492

Outcomes of an Equine Assisted Learning Curriculum to Support Well-Being of Medical Students and Residents.

Abstract: Objectives of this study were to evaluate an equine assisted learning (EAL) curriculum designed for medical students and resident physicians, and to determine impacts of the curriculum on participant perceptions of burnout and well-being. The EAL curriculum incorporated evidence-based skills and concepts to increase happiness and/or resilience. A pre/post intervention design was used, with 18 EAL participants receiving the curriculum within their month-long community based primary care clerkship elective, and 10 control (CTL) participants who did not receive the curriculum within their clerkship elective. Three waves of surveys tested participant responses before, immediately after, and 3 months after the intervention. Patient Health Questionnaire-4 (PHQ-4) screened for depression and anxiety, and Maslach Burnout Inventory- Human Services Survey for Medical Personnel (MBI) addressed burnout. Analysis of covariance evaluated differences between EAL and CTL groups. EAL participants rated the curriculum highly (9.2 on a 10-point scale). The evaluations were overwhelmingly positive with participants able to identify key concepts that were most helpful, how they would apply those concepts to patient care and interactions with colleagues, and how the horses added value to their learning experience. Significant positive effects of EAL on burnout were identified in terms of improved MBI personal achievement scores, as well as a trend towards improved well-being scores. There was also a trend ( < .08) towards PHQ-4 depression scores to be lower in EAL group at T3. In conclusion, this study is the first to provide AU: quantitative evidence of positive outcomes associated with an EAL curriculum designed to strengthen well-being in medical students and resident physicians.
© The Author(s) 2021.
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Publication Date: 2021-07-26 PubMed ID: 34368453PubMed Central: PMC8317249DOI: 10.1177/23821205211016492Google Scholar: Lookup
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Summary

This research summary has been generated with artificial intelligence and may contain errors and omissions. Refer to the original study to confirm details provided. Submit correction.

The research article discusses the efficacy of an equine assisted learning (EAL) program on improving well-being and reducing burnout in medical students and resident physicians. Findings of the study reveal that the program had a significant positive impact on burnout levels and a trend towards improved well-being scores.

Study Design and Objectives

  • The primary aim of this research was to evaluate an Equine Assisted Learning (EAL) program, specifically designed for medical students and resident physicians. The study endeavored to assess the influence of the curriculum on the participant’s perception of burnout and general well-being.
  • The EAL curriculum was built upon evidence-based methods and concepts that are known to enhance happiness and resilience.
  • The design of the study was pre/post-intervention, where 18 participants who received EAL during their community-based primary care clerkship elective were compared to 10 control participants who did not partake in the EAL program.

Methodology and Tools

  • Participant responses were measured at three different intervals – before the treatment, immediately after, and three months post-intervention.
  • The study utilized the Patient Health Questionnaire-4 (PHQ-4) to screen for depression and anxiety, while the Maslach Burnout Inventory- Human Services Survey for Medical Personnel (MBI) was used to assess burnout levels.
  • An Analysis of covariance was carried out to establish differences between the EAL and control groups.

Outcomes and Findings

  • The study found that the EAL participants rated the curriculum highly (9.2 on a 10-point scale) illustrating a positive reception of the curriculum.
  • The results demonstrated that EAL had a significant positive impact on burnout levels, evidenced by improved MBI personal achievement scores, and a trend towards improved well-being scores.
  • The study indicated a marginal trend towards lower PHQ-4 depression scores for the EAL group.
  • Importantly, the participants noted the added value of interaction with horses to their learning experience.
  • Participants were able to identify key concepts that proved most helpful and how they would apply them in patient care and interactions with colleagues.

Conclusions

  • This study served as the initial quantitative evidence of positive outcomes linked with an EAL curriculum designed to bolster well-being in medical students and resident physicians.

Cite This Article

APA
Artz NL, Robbins J, Millman ST. (2021). Outcomes of an Equine Assisted Learning Curriculum to Support Well-Being of Medical Students and Residents. J Med Educ Curric Dev, 8, 23821205211016492. https://doi.org/10.1177/23821205211016492

Publication

Journal of medical education and curricular development
ISSN: 2382-1205
NlmUniqueID: 101690298
Country: United States
Language: English
Volume: 8
Pages: 23821205211016492
PII: 23821205211016492

Researcher Affiliations

Artz, Nicole L
  • UnityPoint Health, Des Moines, IA, USA.
Robbins, Jesse
  • Veterinary Diagnostic & Production Animal Medicine, College of Veterinary Medicine, Iowa State University, Ames, IA, USA.
Millman, Suzanne T
  • Veterinary Diagnostic & Production Animal Medicine, College of Veterinary Medicine, Iowa State University, Ames, IA, USA.
  • Department of Biomedical Sciences, College of Veterinary Medicine, Iowa State University, Ames, IA, USA.

Conflict of Interest Statement

Declaration of Conflicting Interests: The author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: The primary author, Dr. Artz was an employee of UnityPoint Health at the time of the study, who funded the first year of the equine assisted learning curriculum.

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