Psychiatric and psychological follow-up of undergraduate and postgraduate medical students: Prevalence and associated factors. Results from the national BOURBON study

Abstract

Background. Physicians are at risk of burnout, anxiety and depression. Prevention is needed from the beginning of the medical studies to detect early poor mental health outcomes. Objective. To determine the prevalence and associated of psychiatric or psychological follow-up in a national sample of undergraduate and postgraduate medical students (UPMS). Methods. UPMS of the 35 French Medicine faculties were recruited through mailing lists and social networks between December 2016 and May 2017 and fulfilled Internet anonymised questionnaires. Results. Overall, 10985 UPMS were included in the present study (2165 (19.7%) postgraduate, 31.6% males, mean aged 21.8 years). Overall, 1345 (12.2%) were followed-up by a psychiatrist and/or a psychologist, 20.5% of them were regular anxiolytic consumers and 17.2% of them were regular antidepressant consumers. In multivariate analyses, being followed-up by a psychiatrist and/or psychologist was associated with older age (aOR=1.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…The majority are extremely motivated (Nuffer et al, 2017;Khalil et al, 2018), and believe that they need a college education to achieve their career goals (Ottenberg et al, 2016;Worly et al, 2018). These individuals consider all aspects of life from a global perspective (Fryer et al, 2016;Berger et al, 2019), tend to adopt technology at its highest levels (Hennessy et al, 2016;Shatto and Erwin, 2017), expect on-demand services (Orsini et al, 2016b) that are always available (Woolley and Fishbach, 2018;Manspeaker et al, 2019) and easily accessible (Fond et al, 2018;Lysak et al, 2018). Hence, they prefer educational opportunities that allow them to stay connected with technology (Agius et al, 2018), and expect their educators to do the same (Joshi et al, 2017;Mor et al, 2018).…”

“…This often leads to professional burnout, a multifactorial syndrome, characterized by high levels of emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment (Walker et al, 2016;Chen et al, 2017;Pape et al, 2018). Studies have reported that even having one burnout symptom can cause negative effects that not only interfere with learning (Mohr et al, 2011;Lopes et al, 2015;Lowe et al, 2016), but can also cause physical (Mahoney et al, 2016) and psychological symptoms (de Paiva et al, 2017;Fond et al, 2018), and even the use of illicit drugs (Brown et al, 2016;Merrill and Carey, 2016;Chen et al, 2017). Recent studies have reported that the development of burnout in health care students can be directly related to low levels of IM in these students (Rosenman et al, 2014;Lowe et al, 2016;Fond et al, 2018;Worly et al, 2018).…”

“…They differ from previous generations of students in that monetary gains are not their primary motivation for studies (Wilkinson et al, 2014;Shatto and Erwin, 2017), and personal development (Keister et al, 2017;Burch et al, 2018;Chung et al, 2018), and study/life balance are equally important to them (Chung et al, 2018;Sahoo and Mohammed, 2018). Millennial students are driven to succeed (Lowe et al, 2016;Fond et al, 2018), and hence appreciate constructive criticism (Igde and Sahin, 2017;Oommen et al, 2017;Tackett et al, 2018), and require frequent assessments of their performance to stay on course. Students of this generation also want to feel that their educators are appreciative of their hard work (Haque et al, 2018), and are far more likely than any other generations to change professions if any of these needs or goals are unfulfilled (Brown et al, 2016;Walker et al, 2016;Chen et al, 2017).…”

“…Integration of clinical vignettes during training sessions that systematically include client communication challenges with clinical reasoning or procedural issues have also been reported to be very effective teaching tools (Sun et al, 2016;Beanlands et al, 2019). Although educator feedback after such case presentations often focuses more on biomedical content (Haque et al, 2018) and missing information (Baig and Mallu, 2017;Fond et al, 2018), it also offers opportunities to highlight client communication skills in students (Stroud et al, 2013;Jilla et al, 2018).…”

“…Mentorship has been directly reported to assist students to achieve a work-life balance within a busy academic schedule (Zielezinski and Karlowski, 2015;Hennessy et al, 2016;Kusurkar, 2019). Mentorship has also been recognized to provide valuable opportunities to different generations of health care professionals to integrate their strengths and develop shared goals and commitments to ameliorate the stress associated with the rigors of a health care profession (Roemer, 2002;Miller, 2013;Kron et al, 2017;Fond et al, 2018).…”