Comparing educational effects between role-play and gatekeeper training in Crisis-management, Anti-stigma, and Mental Health Literacy Program for University Students (CAMPUS)

Abstract

Aims: We compare the educational effects of role-play and discussion and gatekeeper training to develop an evidence-based suicide prevention education program for university students. Methods: Participants comprised 145 medical students. “Crisis-management, Anti-stigma and Mental Health Literacy Program for University Students” (CAMPUS) was designed and developed, which included a lecture and a parallel session for role-play or gatekeeper training. Students attended a lecture and were randomly assigned to the role-play group or gatekeeper training group. Questionnaires were filled before the module, immediately after the module, and three months after the program. Results: The role-play group learned more appropriate coping skills, whereas the gatekeeper training group improved their self-efficacy as gatekeepers. The students’ depressive state had decreased at three months after the program, along with the reduced suicide probability in students with suicide risk. Conclusions: Role-play and gatekeeper training evinced different educational effects. However, CAMPUS was comprehensively effective in preventing suicide in university students.