{"id":{"repo_id":"ecu","oai_identifier":"oai:thescholarship.ecu.edu:10342/14704"},"canonical_url":"https://search.dev.ndltd.org/etd/ecu/oai:thescholarship.ecu.edu:10342/14704","repository":{"repo_id":"ecu","name":"East Carolina University","base_url":"https://thescholarship.ecu.edu/server/oai/request"},"display":{"title":"EARLY INTERVENTION: A HOLISTIC MODEL OF MEDICAL STUDENT ACADEMIC AND PERSONAL WELLNESS","abstract":"Medical students experience high levels of academic stress and burnout during the transition into medical school, underscoring the need for structured systems that support both academic performance and holistic wellness. The purpose of this inquiry was to examine the relationship between early identification and intervention processes and first-semester medical student academic outcomes within a newly implemented early alert framework. Guided by Hettler’s Wellness Theory, this study explored how formalized monitoring structures influence both performance and well-being. Using a mixed-methods design, data were collected from first-year medical students (N = 97) during the first semester of training. Academic performance data were categorized into pass, at-risk, and fail designations through weekly monitoring within the Navigate360+ system. Students also completed the Academic Emotions Questionnaire (AEQ), the Maslach Burnout Inventory–Student Survey (MBI-SS), a structured wellness plan assessment, and the 16Personalities inventory. Findings indicated a positive relationship between structured early intervention and academic performance. While students reported increased stress and fatigue as coursework progressed, overall burnout levels remained moderate. The implementation of consistent monitoring and advisor follow-up created predictable mechanisms for identifying and addressing academic challenges. These findings support integrating systematic early intervention models with intentional wellness frameworks to promote academic achievement and holistic well-being in medical education.","abstract_html":"Medical students experience high levels of academic stress and burnout during the transition into medical school, underscoring the need for structured systems that support both academic performance and holistic wellness. The purpose of this inquiry was to examine the relationship between early identification and intervention processes and first-semester medical student academic outcomes within a newly implemented early alert framework. Guided by Hettler’s Wellness Theory, this study explored how formalized monitoring structures influence both performance and well-being. Using a mixed-methods design, data were collected from first-year medical students (N = 97) during the first semester of training. Academic performance data were categorized into pass, at-risk, and fail designations through weekly monitoring within the Navigate360+ system. Students also completed the Academic Emotions Questionnaire (AEQ), the Maslach Burnout Inventory–Student Survey (MBI-SS), a structured wellness plan assessment, and the 16Personalities inventory. Findings indicated a positive relationship between structured early intervention and academic performance. While students reported increased stress and fatigue as coursework progressed, overall burnout levels remained moderate. The implementation of consistent monitoring and advisor follow-up created predictable mechanisms for identifying and addressing academic challenges. These findings support integrating systematic early intervention models with intentional wellness frameworks to promote academic achievement and holistic well-being in medical education.","abstract_has_math":false,"creators":["O'Dell, Jennifer Parrish"],"institution":"East Carolina University","degree_name":"Ed.D.","degree_level":null,"degree_discipline":null,"degree_department":"Educational Leadership","school":null,"contributors":[],"advisors":["Jerry Johnson, EdD"],"committee_chairs":[],"committee_members":["Travis Lewis, EdD","Jason Perry, PhD, LCMHC"],"year":2026,"date_issued":"2026-05","date_published":"2026-05","updated_at":"2026-07-24T02:13:39Z","subjects":["Education, Higher Education Administration"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10342/14704","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Jerry Johnson, EdD"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Travis Lewis, EdD","Jason Perry, PhD, LCMHC"]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership"]},{"key":"dc:creator","label":"Author","values":["O'Dell, Jennifer Parrish"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-06-16T19:24:55Z"]},{"key":"dc:date.issued","label":"Date","values":["2026-05"]},{"key":"dc:publisher","label":"Institution","values":["East Carolina University"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["East Carolina University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Higher Education Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10342/14704"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Medical students experience high levels of academic stress and burnout during the transition into medical school, underscoring the need for structured systems that support both academic performance and holistic wellness. The purpose of this inquiry was to examine the relationship between early identification and intervention processes and first-semester medical student academic outcomes within a newly implemented early alert framework. Guided by Hettler’s Wellness Theory, this study explored how formalized monitoring structures influence both performance and well-being. Using a mixed-methods design, data were collected from first-year medical students (N = 97) during the first semester of training. Academic performance data were categorized into pass, at-risk, and fail designations through weekly monitoring within the Navigate360+ system. Students also completed the Academic Emotions Questionnaire (AEQ), the Maslach Burnout Inventory–Student Survey (MBI-SS), a structured wellness plan assessment, and the 16Personalities inventory. Findings indicated a positive relationship between structured early intervention and academic performance. While students reported increased stress and fatigue as coursework progressed, overall burnout levels remained moderate. The implementation of consistent monitoring and advisor follow-up created predictable mechanisms for identifying and addressing academic challenges. These findings support integrating systematic early intervention models with intentional wellness frameworks to promote academic achievement and holistic well-being in medical education."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["EARLY INTERVENTION: A HOLISTIC MODEL OF MEDICAL STUDENT ACADEMIC AND PERSONAL WELLNESS"]}]}],"canonical_facts":{"dc:contributor.advisor":["Jerry Johnson, EdD"],"dc:contributor.committeemember":["Travis Lewis, EdD","Jason Perry, PhD, LCMHC"],"dc:contributor.department":["Educational Leadership"],"dc:creator":["O'Dell, Jennifer Parrish"],"dc:date.accessioned":["2026-06-16T19:24:55Z"],"dc:date.issued":["2026-05"],"dc:description.abstract":["Medical students experience high levels of academic stress and burnout during the transition into medical school, underscoring the need for structured systems that support both academic performance and holistic wellness. The purpose of this inquiry was to examine the relationship between early identification and intervention processes and first-semester medical student academic outcomes within a newly implemented early alert framework. Guided by Hettler’s Wellness Theory, this study explored how formalized monitoring structures influence both performance and well-being. Using a mixed-methods design, data were collected from first-year medical students (N = 97) during the first semester of training. Academic performance data were categorized into pass, at-risk, and fail designations through weekly monitoring within the Navigate360+ system. Students also completed the Academic Emotions Questionnaire (AEQ), the Maslach Burnout Inventory–Student Survey (MBI-SS), a structured wellness plan assessment, and the 16Personalities inventory. Findings indicated a positive relationship between structured early intervention and academic performance. While students reported increased stress and fatigue as coursework progressed, overall burnout levels remained moderate. The implementation of consistent monitoring and advisor follow-up created predictable mechanisms for identifying and addressing academic challenges. These findings support integrating systematic early intervention models with intentional wellness frameworks to promote academic achievement and holistic well-being in medical education."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["http://hdl.handle.net/10342/14704"],"dc:language.iso":["English"],"dc:publisher":["East Carolina University"],"dc:subject":["Education, Higher Education Administration"],"dc:title":["EARLY INTERVENTION: A HOLISTIC MODEL OF MEDICAL STUDENT ACADEMIC AND PERSONAL WELLNESS"],"dc:type":["Doctoral Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["East Carolina University"]},"updated_at":"2026-07-24T02:13:39Z"}