Group interventions to promote mental health in health professional education: a systematic review and meta-analysis of randomised controlled trials
| Autor: | Jennifer Lyn Keating, Paula Todd, Margaret Bearman, Kristin Lo, Craig Hassed, Jamie Waterland, Tanvi Gupta |
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| Rok vydání: | 2017 |
| Předmět: |
Students
Health Occupations medicine.medical_specialty Stress management Mindfulness 020205 medical informatics medicine.medical_treatment education Psychological intervention Health Promotion 02 engineering and technology CINAHL Anxiety Relaxation Therapy Education 03 medical and health sciences 0302 clinical medicine 0202 electrical engineering electronic engineering information engineering medicine Psychoeducation Humans 030212 general & internal medicine Psychiatry Randomized Controlled Trials as Topic Cognitive Behavioral Therapy Depression business.industry General Medicine Mental health Distress Mental Health Health Occupations medicine.symptom business Stress Psychological Clinical psychology |
| Zdroj: | Advances in Health Sciences Education. 23:413-447 |
| ISSN: | 1573-1677 1382-4996 |
| DOI: | 10.1007/s10459-017-9770-5 |
| Popis: | Effects of interventions for improving mental health of health professional students has not been established. This review analysed interventions to support mental health of health professional students and their effects. The full holdings of Medline, PsycINFO, EBM Reviews, Cinahl Plus, ERIC and EMBASE were searched until 15th April 2016. Inclusion criteria were randomised controlled trials of undergraduate and post graduate health professional students, group interventions to support mental health compared to alternative education, usual curriculum or no intervention; and post-intervention measurements for intervention and control participants of mindfulness, anxiety, depression, stress/distress or burnout. Studies were limited to English and short term effects. Studies were appraised using the PEDro scale. Data were synthesised using meta-analysis. Four comparisons were identified: psychoeducation or cognitive-behavioural interventions compared to alternative education, and mindfulness or relaxation compared to control conditions. Cognitive-behavioural interventions reduced anxiety (-0.26; -0.5 to -0.02), depression (-0.29; -0.52 to -0.05) and stress (0.37; -0.61 to -0.13). Mindfulness strategies reduced stress (-0.60; -0.97 to -0.22) but not anxiety (95% CI -0.21 to 0.18), depression (95% CI -0.36 to 0.03) or burnout (95% CI -0.36 to 0.10). Relaxation strategies reduced anxiety (SMD -0.80; 95% CI -1.03 to -0.58), depression (-0.49; -0.88 to -0.11) and stress (-0.34; -0.67 to -0.01). Method quality was generally poor. Evidence suggests that cognitive-behavioural, relaxation and mindfulness interventions may support health professional student mental health. Further high quality research is warranted. |
| Databáze: | OpenAIRE |
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