Mental health service for medical students

Pasnau, Robert; Stoessel, Paula

doi:10.1111/j.1365-2923.1994.tb02682.x

Cited by 23 publications

(11 citation statements)

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“…The reality weakness personality trait (which was univariately related to MHPT) is associated with severe personality disorders 20 . Few recent studies have focused upon psychiatric diagnoses and mental health services among medical students and young physicians, although some previous studies have shown that depression and anxiety are the most common diagnoses, followed by a variety of other diagnoses, including substance abuse 1 , 2 , 32 –35 …”

Section: Discussionmentioning

confidence: 99%

Factors in medical school that predict postgraduate mental health problems in need of treatment. A nationwide and longitudinal study

et al. 2008

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Context Physicians show an increased prevalence of mental health problems, the first postgraduate years being particularly stressful. Objectives To study the prevalence of mental health problems during the fourth postgraduate year, and to investigate whether it is already possible to predict such problems at medical school. Subjects A cohort of medical students (n=396) from all Norwegian universities, who were approached in their graduating semester (baseline) and in their fourth postgraduate year. Methods A nationwide and longitudinal postal questionnaire survey, including measures of perceived mental health problems in need of treatment, personality, perceived stress and skills, and ways of coping. Data were analysed using logistic regression. Results Mental health problems in need of treatment during the fourth postgraduate year were reported by 17·2% (n=66), with no gender difference, possibly because of a higher prevalence among the men compared with the general population. A majority had not sought help. Univariate medical school predictors of mental health problems included: previous mental health problems; not being married/cohabitant; the personality traits ‘vulnerability’ (or neuroticism) and ‘reality weakness’; perceived medical school stress, and lack of perceived diagnostic skills. In addition, the coping variables avoidance, blamed self and wishful thinking were univariate predictors. Multivariate analysis identified the following adjusted predictors: previous mental health problems; ‘intensity’ (extraversion); perceived medical school stress, and wishful thinking. Medical school variables were inadequate for predicting which individual students would experience postgraduate mental health deterioration. However, the perceived medical school stress instrument may be used for selecting a subgroup of students suitable for group‐oriented interventions.

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Section: Discussionmentioning

confidence: 99%

Factors in medical school that predict postgraduate mental health problems in need of treatment. A nationwide and longitudinal study

et al. 2008

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“…Some of these programmes are designed to support impaired students (e.g. Pasnau & Stoessel 1994), or those with specific difficulties such as addiction (Ackerman & Wall 1994). Others are broad based in their approach (e.g.…”

Section: Discussionmentioning

confidence: 99%

Predicting stress in first year medical students: a longitudinal study

et al. 1997

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While there is ample documentation that medical training is stressful, less is known about predictive variables that might identify students who have the most difficulty in managing stress during medical training. Depression and anxiety in first year medical students were investigated in a longitudinal design. One-hundred and twenty-one medical students (81% of the class) were surveyed. The first survey took place immediately prior to the beginning of medical training (wave 1); the second survey was approximately 8 months after the beginning of classes (wave 2). Medical students who began their first year with relatively low 'A' level grades, high ratings of state anxiety and depression, high trait anxiety and low dispositional optimism, and reliance on avoidant coping strategies were found to be at higher risk for developing depression and anxiety symptoms at wave 2. Students reported increased concern about curriculum and environment, personal competence and endurance, and time to have a life outside medical school at wave 2, compared to their reports at wave 1. Increase in concerns correlated with an increase in depression and anxiety. At both surveys, use of avoidant coping strategies resulted in increased depression and anxiety; at wave 2, active coping and positive reinterpretation resulted in decreased depression and anxiety. These findings suggest characteristics of vulnerable students who might be identified early in their first year and provided with additional support. Educating students to expect an increase in concerns about environment and personal ability to manage the academic load might make these concerns less overwhelming. In addition, information about effective coping strategies (i.e. active coping efforts) and ineffective means of dealing with stress (avoidant coping efforts) might be helpful in preventing distress.

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“…There is also evidence that individuals are better prepared to handle stress and uncertainty when they consider themselves an important member of a group . As medical students are particularly vulnerable to stress, emotional fatigue and burnout, any potentially protective mechanism is of paramount importance …”

Section: Introductionmentioning

confidence: 99%