A study protocol for mixed-methods evaluation of the structure, design, and availability of medical student wellbeing programs

Introduction In recent years, there has been growing concern over the wellbeing and mental health of medical students in the United States, driven by the academic, personal, and professional challenges inherent in medical school. Recent data indicates that medical students experience higher rates of psychological stress, anxiety, and depression compared to the general population, with the COVID-19 pandemic exacerbating these challenges. Medical student suicide, linked to burnout and depression, highlights the urgent need for effective wellbeing support. Despite the documented barriers to mental wellbeing, such as self-imposed pressures, imposter syndrome, stigma around help-seeking, and financial difficulties, medical student wellbeing programs remain understudied at the structural and design level. Methods This is a multi‑phase qualitative study (sequential-exploratory) that combines a web-based environmental scan and content analysis with key informant interviews and focus groups, using methodological triangulation to develop a framework for evaluating wellbeing programs. First, we will conduct a web-based content analysis of publicly available resources across medical school websites. We will identify key characteristics of wellbeing programs, such as mental health resources, structural well-being components, and culturally integrated approaches. Then, we will conduct key informant interviews with medical school administrative staff to discuss wellbeing programs in detail and hold focus group interviews with medical students to gather their perspectives on how to improve their health and wellbeing. Based on the findings from these three components, we will develop a comprehensive and standardized framework for evaluating medical school wellbeing programs that can be used across institutions. Ethics and dissemination Human Research Ethics Approval was obtained from the NYU Langone Health Institutional Review Board (IRB ID: i25-00965). The content analysis results and qualitative themes extracted from key informant and focus group interviews will be made available to all study participants. They will also be disseminated in a peer-reviewed journal.