Virginia Via Research Day Book 2026

Faculty Research Education and Simulation

03 Caring for the Caregiver (C4C): Practical Workshops for Holistic Medical Student Success

Whitney Stokes, EdD; Christiana Cole, OMS III; Brooke Morris, OMS II Corresponding author: wstokes@vt.vcom.edu

VCOM-Virginia, Blacksburg, Virginia

to students before and after each session, containing questions informed by the speakers. Most questions were reported on a Likert scale and converted to values 1-5. Pre- and post-survey data was analyzed using a Mann-Whitney U test, most one-tailed to assess for growth of student competency. Additionally, this same test was used to analyze average improvement in student knowledge across the question measurements overall. The few multiple-choice questions that were included were analyzed with a Chi-Squared test for a 2x2 contingency table. Results: -51.7% of students surveyed reported they are stressed about finances in the short term, 66.3% in the long-term.-55.1% of students surveyed agreed that they actively care for themselves well. -25% of students surveyed believe they get enough sleep each night. -Among significant growthin Emotional Intelligence (E.I.) competency, students reported a statistically significant increase in knowing how to improve their personal E.I. (U = 3517.5, p <.00001).) -Assessed before and after the Financial Wellness session, there was a statistically significant increase in student confidence inallocating one's income to retirement and/or loan repayments(U = 2831, <.00001).

-Students were asked how well they intentionally care for themselves before the Self-Care and Compassion lecture. Afterward, a statistically significant increase in intent to care for oneself better was seen (U=2600, p<.00001). -Before the Sleep Wellness session, students were asked how well they prioritize sleep. Afterward, a significantnumber of students intended to prioritize sleep as a result of the lecture (U=1587, p<.00001). -Four of five C4C sessions showed statistically significant increases in student knowledge and value surrounding topics that benefit their well-being. -Across student surveys, it was clear to see that students wish to improve their multifactorial wellness. According to their surveys, these C4C sessions gave them that opportunity. Conclusions: -97% of students asked that the Caring for the Caregiver program continue. -Adjustments will be made to the formatting of sessions to include more workshop and hybrid-style activities for continued engagement and student benefit.

Challenge: Medical students face enormous pressures and consistently put their emotional, mental, and physical needs aside to be successful academically, which can result in higher attrition. Objective: The purpose of this initiative was to create an opportunity for students to learn everyday skills and experience individual growth through various workshops that will help shape them into well-rounded physicians and improve retention. Approach: Through a new program titled “Caring for the Caregiver”or “C4C”, Student Affairs and SGA partnered to identify areas in which the students could learn ways to encourage success inside and outside of the classroom and eventually, the clinical setting. The workshops included topics of time management, emotional intelligence, financial wellness, sleep, mental health in medical school, and self-care and compassion. As taking time from a learners workday was the greatest obstacle, investigating areas that students believed would be worthwhile to their education and accrediting their participation assisted in the successful outcomes of the program, measured by evaluations with each session. Methods: Speakers were recruited based on pre selected topics. Anonymous surveys were administered

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