Implementation of the college student mental health education course (CSMHEC) in undergraduate medical curriculum: effects and insights
Autor: | Tianjiao Du, Qinghua Wang |
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Rok vydání: | 2020 |
Předmět: |
Male
Students Medical Adolescent 020205 medical informatics education lcsh:Medicine Intervention 02 engineering and technology Anxiety Burnout Education Likert scale Mental health education course 03 medical and health sciences 0302 clinical medicine Intervention (counseling) 0202 electrical engineering electronic engineering information engineering Humans 030212 general & internal medicine Burnout Professional Health Education lcsh:LC8-6691 Medical education lcsh:Special aspects of education lcsh:R Life satisfaction Psychological health General Medicine Medical students Mental health Test (assessment) Scale (social sciences) Female Curriculum Thematic analysis Psychology Research Article Education Medical Undergraduate |
Zdroj: | BMC Medical Education BMC Medical Education, Vol 20, Iss 1, Pp 1-12 (2020) |
ISSN: | 1472-6920 |
Popis: | Background Extant literature reveals that medical students suffer from various mental health problems in the process of learning medicine. However, there are few studies evaluating the implementation of a mental health education course in medical curriculum. The current study aimed to test the effectiveness of an 8-week intensive mental health education course, the College Student Mental Health Education Course (CSMHEC), and to gain further insights on how the course could be improved from students’ feedback. Methods This is a quasi-experimental study with both quantitative and qualitative analyses. We recruited 374 first year medical students as our subjects with 188 (age = 17.97 ± 0.65 years, 37.2% male) for the experiment group and 186 (age = 18.02 ± 0.63 years, 40.3% male) for the control group. For quantitative analysis, Depression Anxiety Stress Scales-21 (DASS-21), Chinese College Student Academic Burnout Inventory (CCSABI) and Satisfaction With Life Scale (SWLS) were used and a 5-point Likert scale was used to indicate students’ overall satisfaction with CSMHEC. For qualitative analysis, a thematic analysis method was adopted to gain insights from the feedback of medical students. Results Medical students in the experiment group saw a significant decline in psychological distress (p d = 0.31) and academic burnout (p d = 1.46), while they experienced a significant increase in life satisfaction levels after the intervention (p d = 0.48). Compared with students in the control group, students in the experiment group had statistically significant lower levels of psychological distress (p d = 0.23) and academic burnout (p d = 0.70), but statistically significant higher levels of life satisfaction in the post-test (p d = 0.31). Most students in the experiment group were satisfied with CSMHEC and themes extracted in the thematic analysis shed light on how the course could be improved. Conclusions Implementing a mental health education course like CSMHEC in medical curriculum can be effective in helping medical students improve psychological health. More research needs to be conducted on further refinement and better design of such a course to implement in medical education. |
Databáze: | OpenAIRE |
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