Support for Medical Students with Mental Health Problems: a Conceptual Model

Grant, Andrew; Rix, Andrew; Winter, Peter; Mattick, Karen; Jones, Debbie

doi:10.1007/s40596-014-0154-3

Cited by 22 publications

(21 citation statements)

References 14 publications

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“…Grant et al. looked into the barriers preventing medical students presenting in the time of need . They found that medical students firmly believed that once a mental health disclosure was made, a fitness to practice proceeding would be opened, with the aim of removing them from the course; however, on further questioning the medical students were unable to support this claim with any evidence .…”

Section: Discussionmentioning

confidence: 99%

“…Grant et al. studied the various interventions provided for students at medical schools in the UK . Based on the interventions offered, they developed a six‐stage conceptual model, upon which the relevant faculty members can plan the provision of time and resources with respect to well‐being and tailor interventions to the students in need (Figure ) …”

Section: Introductionmentioning

confidence: 99%

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Mental health in medical students: time to act

Awad

Mattick

et al. 2019

The Clinical Teacher

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Summary Background Mental health problems are prevalent amongst medical students. However, many students delay seeking medical help or support from the medical school for a variety of reasons, including a fear of facing fitness to practice proceedings. Tackling this problem of awareness and delayed presentation will need a strong and dedicated focus at all stages, with prevention being of great importance. Methods A conference dedicated to mental health and well‐being was organised for students of all years. The first part of the conference centred on well‐being dilemmas and the second part focused on discussing important issues in small group sessions. Results Students were divided into eight groups and each group suggested improvements to the course that they felt would improve mental health and well‐being. The main suggestions raised were: reassurance that the disclosure of mental health problems would not automatically result in fitness to practice proceedings; separate academic and pastoral roles of tutors; open up the topic of mental health and well‐being more frequently during the programme; improve knowledge about the availability of support services; and have mentors who are at an earlier stage in postgraduate training (e.g. junior doctors). Discussion It is necessary to tackle the prevalent myths about this topic. Many students are unaware of the support services available. This conference has therefore sought to increase awareness of the topic. An approach is also now needed to identify those who need extra help. The authors strongly advocate opening up this topic throughout the course in the context of a dedicated conference, for example.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mental health in medical students: time to act

Awad

Mattick

et al. 2019

The Clinical Teacher

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“…13 – 17 In the UK, the General Medical Council recommends that medical schools should have mechanisms in place to identify symptoms of stress that might be early signs of mental health issues or illness. 20 – 23 Medical schools in the US and Canada tackle the problem at an earlier stage by undertaking prevention in the form of health promotion programs. 24 , 25 These interventions have been shown to reduce the effects of stress on medical student’s health and academic performance.…”

Section: Introductionmentioning

confidence: 99%

Study on personality dimension negative emotionality affecting academic achievement among Malaysian medical students studying in Malaysia and overseas

Bhagat

Haque

Simbak

et al. 2016

AMEP

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Personality dimension negative emotionality is known to be associated with academic achievement. The present study focuses on the influence of negative emotionality (neuroticism) on the medical students’ academic achievements. The main objective of this study was to ascertain the negative emotionality scores among the first year Malaysian medical students studying in Malaysia and India, further to find out the association between negative emotionality and their academic achievements. The current study sample includes 60 first year Malaysian medical students from Universiti Sultan Zainal Abidin, Malaysia, and USM-KLE IMP, Belgaum, India. They were selected by convenient sampling technique. The Medico-Psychological questionnaire was used to find out the negative emotionality scores among the students and these scores were compared with academic scores. The data were analyzed using SPSS- 20. Thus, the study result goes with the prediction that there is a significant correlation between academic achievement and negative emotionality. We concluded that negative emotionality has a negative impact on medical student’s academic achievement regardless of the fact whether they study in their own country or overseas.

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“…In this issue of Academic Psychiatry, several papers examine health, well-being, and self-care of medical students and residents [13][14][15][16][17][18][19][20][21][22][23][24][25][26]. The set includes ten data-based reports.…”

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confidence: 99%

“…Wasser [19] designed and pilot-tested an educational intervention among 13 psychiatry residents that aimed to improve trainees' abilities to increase awareness of safety and violence risk in the conduct of the psychiatric interview and found remarkable improvement in safety concerns among residents. A report by Grant et al [20] examined a range of strategies ascertained through structured interviews of 32 UK medical schools to support medical students with mental health concerns and developed a conceptual model of support to compare interventions across providers. These reports complement a systematic review by Williams et al [21], wherein a variety of burnout interventions were assessed and described.…”

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Caring for Patients Takes Time: Dr. Peabody Says So!

et al. 2014

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The good physician knows his patient through and through, and his knowledge is bought dearly. Time, sympathy, and understanding must be lavishly dispensed, but the reward is to be found in that personal bond which forms the greatest satisfaction in the practice of medicine.One of the essential qualities of the clinician is interest in humanity, for the secret of the care of the patient is in caring for the patient.Francis W. Peabody [1].The emotional exhaustion of present-day physicians and physicians-in-training is well described and of genuine concern. It is assumed, however, that the origin of exhaustion, cynicism, compassion fatigue, and burnout is patient care or "service" burden. The Accreditation Council for Graduate Medical Education cautions program directors to limit the number of hours in which resident physicians engage in patient care responsibilities. The guidelines imply that caring for patients is intrinsically burdensome-the notion of service is represented as onerous-as mere labor, not as an act of professionalism in which our efforts are dedicated to the wellbeing of others and a greater good. The guidelines were introduced, quite correctly, when tragic mistakes in patient care and the exploitative practices of some residency programs were recognized. Nevertheless, Dr. Peabody's remarks in 1927 [1], nearly a century ago, remind us that our aim should not be to limit contact with patients but to provide excellent patient care and to foster great clinical skills in our trainees. Moreover, what if, as Dr. Peabody suggests, by limiting the contact that we have with our patients, we have damaged the deepest source of satisfaction in our work as physicians?Taken one step further, what if the ever-expanding administrative responsibilities associated with clinical care are diminishing time spent with patients as well as contributing to the emotional exhaustion, depersonalization, and lack of sense of personal achievement of physicians? The time allocated to maintenance of documentation in the electronic medical record, interactions with insurers, and fulfillment of regulatory requirements, among other activities, has grown dramatically over the past decades. A recent RAND study [2] found that physicians experienced many obstacles to providing high-quality care and that these barriers were a major source of dissatisfaction as a professional. Physicians in that study described how the pressure to provide greater quantity of service for a greater number of patients and to engage in extensive administrative activities effectively decreased the time and attention they could spend with each patient, which in turn detracted from the quality of care in some cases. Moreover, limiting hours and contact with patients can set up problems-more mistakes may be precipitated by, for example, multiple hand offs that occur with "shift work" and not really knowing and caring for patients longitudinally, even through a critical episode of illness. A personal sense of fulfillment and integrity is likely compromised when a

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Support for Medical Students with Mental Health Problems: a Conceptual Model

Abstract: The staged model, derived from analysis of existing interventions, provides a framework for evaluation of current provision and comparison of different methods of delivery. Moreover, it provides a framework for future research.

Cited by 22 publications

References 14 publications

Mental health in medical students: time to act

Mental health in medical students: time to act

Study on personality dimension negative emotionality affecting academic achievement among Malaysian medical students studying in Malaysia and overseas

Caring for Patients Takes Time: Dr. Peabody Says So!

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