Stigma and Mental Health: A Proposal for Next Steps

Schlozman, Steven C.; Beresin, Eugene V.; Balon, Richard; Coverdale, John; Brenner, Adam M.; Louie, Alan K.; Guerrero, Anthony P. S.; Roberts, Laura Weiss

doi:10.1007/s40596-016-0601-4

Cited by 8 publications

(6 citation statements)

References 15 publications

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“…Individuals living with mental illness face barriers to receiving competent medical care, contributing to health disparities such as increased morbidity and mortality. In addition to systemic issues such as limited access to specialty psychiatry services or integrated primary and behavioral health care, there is a critical need to increase all medical providers’ competencies and reduce stigma when working with this patient population [ 4 ]. These findings suggest that embedding a structured, contact-based intervention at the end of the third year of medical school is a highly effective means of improving affect, beliefs, and behaviors relevant to caring for patients with mental illness up to at least 6 months after the program.…”

Section: Resultsmentioning

confidence: 99%

“…Physician mental health stigma is associated with fewer specialty referrals, fewer medication prescriptions, and lower expectations of adherence for patients with psychiatric diagnoses [ 5 ]. Undergraduate medical school education represents a meaningful opportunity for mental health stigma reduction, with potential impact on future physicians across the workforce [ 4 ]. Unfortunately, traditional medical school education appears to have limited effect on – and may even exacerbate – negative attitudes, emotional reactions, and behavioral intentions toward patients with MI [ 4 , 6–9 ].…”

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confidence: 99%

“…Undergraduate medical school education represents a meaningful opportunity for mental health stigma reduction, with potential impact on future physicians across the workforce [ 4 ]. Unfortunately, traditional medical school education appears to have limited effect on – and may even exacerbate – negative attitudes, emotional reactions, and behavioral intentions toward patients with MI [ 4 , 6–9 ]. This is thought to stem from recognized constraints of typical psychiatry education including limited integration of psychiatry with other clinical medical disciplines, clerkship training in highly select settings (e.g., inpatient psychiatric units only), and exposure to isolated phases of the illness trajectory (e.g., acute psychiatric crises only) [ 4 ].…”

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confidence: 99%

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Reducing stigma and increasing competence working with mental illness: Adaptation of a contact-based program for osteopathic medical students to a virtual, active learning format

Liew

Jie

Tucker

et al. 2022

Medical Education Online

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Purpose Contact-based education, offering meaningful contact with individuals living in recovery with mental illness, reduces stigma. This study evaluated the effectiveness of the National Alliance on Mental Illness Provider Education Program (NAMI PEP) when implemented as a curricular requirement across two cohorts of third-year osteopathic medical students, comparing traditional, passive learning and active, online delivery formats. Materials and Methods Participants were two cohorts of third-year medical students (Cohort 1 n = 186; Cohort 2 n = 139; overall N = 325) who completed questionnaires measuring affect, beliefs, and behaviors toward patients with mental illness at pre-program, 1-week follow-up, and 6-month follow-up. For Cohort 1, the existing community-based NAMI PEP was implemented. For Cohort 2, the program was adapted to an online, active learning format tailored to medical students, and an additional 3-month follow-up assessment was added to better identify intermediate-term effects. Results The NAMI PEP was associated with longitudinal improvements in target outcomes, with enhanced effects with the adapted curriculum in Cohort 2. At 6-month follow-up, students reported less stigma, fewer stereotyping negative attitudes, and lower anxiety treating patients with mental illness. They also reported increased confidence integrating psychiatry into routine care and increased competence in principles of collaborative mental health treatment. Conclusions This study demonstrates the longitudinal effectiveness of the NAMI PEP across two cohorts of medical students, with strengthened effects observed when the program is tailored to contemporary medical education.

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Section: Resultsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Reducing stigma and increasing competence working with mental illness: Adaptation of a contact-based program for osteopathic medical students to a virtual, active learning format

Liew

Jie

Tucker

et al. 2022

Medical Education Online

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“…The paucity of training in medical school and primary care residencies not only diminishes the general physician's understanding of psychiatric disorders but also devalues psychiatry in the eyes of medical students and residents. Stigma against psychiatric patients and against the discipline of psychiatry is continual problems that psychiatric educators must address [13].…”

Section: Social Factorsmentioning

confidence: 99%

Modern Trends: The Impact of Social, Technological, and Economic Forces on Psychiatric Education and Training

2016

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Education has evolved in the medical professions on the basis of the perceived needs for training, the availability of educational resources, and the methods judged most appropriate for teaching the necessary competencies for current clinical practice, research, and administration. According to current trends, a number of social, economic, and political forces are expected to have a major influence on undergraduate medical education (UME) and graduate medical education (GME) in the future. In recent years, most attention in medical education has focused on the rapid changes in the content, pedagogic models, and methods of evaluating students and residents. Significant changes in the organization, regulation, and support for medical education have also occurred, however, along with increased societal pressures for additional and new services. The impact of these factors on the current systems of care, educational platforms, and workforce are overlapping and complex. For the purpose of review and discussion in this editorial, we have grouped them into the categories of regulatory, financial, clinical learning environment, social, and information technology factors.

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“…The admissions criteria at many medical schools may not be favorable to individuals interested in psychiatry. Not only may we be skewing our sample of future physicians through the admissions process but we also may need to appreciate that considerable stigma against psychiatry remains within the medical community [12]. Despite increasing recognition of the mental health needs of children and adults, many medical students are steered away from psychiatry.…”

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confidence: 99%