Telepsychiatry and Medical Students: a Promising Mental Health Treatment for Medical Student Use Both Personally and Professionally

Lavergne, Jennice A; Kennedy, Matthew L

doi:10.1007/s11920-021-01248-6

Cited by 13 publications

(13 citation statements)

References 20 publications

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“…Let the students summarize the experience in the practice process of the professional course, then analyze the students' summary from the perspective of positive psychological education, and point out which problems in the practice process are caused by the lack of positive and healthy psychology. In this way, students can be aware of the important role of positive psychological education [ 14 – 17 ].…”

Section: Mental Health Education Methodsmentioning

confidence: 99%

The Promoting Effect of Mental Health Education on Students’ Social Adaptability: Implications for Environmental

Jin

2022

Journal of Environmental and Public Health

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Students’ mental health has always been a hot topic in colleges and universities. How to make students integrate into the collective and society faster and better is also one of the most difficult problems for educators. Students want to improve their competitiveness; not only must they have superb professional skills, but at the same time, they must have good social adaptability. Only in this way can they quickly complete their identity change and quickly adapt to workplace life. Students’ social adaptability is not innate, but gradually formed through long-term positive mental health education. Considering the relationship between psychoeducation and social adaptability, in general, a good psychoeducation system is conducive to the development of students’ social adaptability, and they promote each other. Good mental health education is multifaceted and sustainable for the development of social adaptability. In this context, it is necessary to formulate a targeted positive mental health education plan according to the actual situation of students, so as to comprehensively improve the comprehensive quality of students in this way.

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Section: Mental Health Education Methodsmentioning

confidence: 99%

The Promoting Effect of Mental Health Education on Students’ Social Adaptability: Implications for Environmental

Jin

2022

Journal of Environmental and Public Health

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“… Lavergne and Kennedy, 2021 , Loh et al, 2005 , Moreira de Sousa et al, 2018 , Tabari and Amini, 2021 , Wathelet et al, 2021 , Chiasson et al, 2018 , Essangri et al, 2021 …”

Section: Uncited Referencesmentioning

confidence: 99%

Mental health of medical students during the COVID19: Impact of studies years

Essadek

Gressier

Robin

et al. 2022

Journal of Affective Disorders Reports

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Background The COVID-19 pandemic had led to severe education disruption in many countries, including for medical students (MS). We aimed to evaluate MS mental health in France and search for a difference depending on studies’ years and clinical activities. Methods In a cross-sectional, survey-based study during the first confinement, 668 (8.35%) MS were compared to 7 336 non-medical students (non-MS) (91.65%). The PHQ-9 (≥10), the GAD-7 (≥8), and the IES-R (≥26) were collected to assess depressive, anxiety, and distress symptoms. Multivariable logistic regression analyses were performed. Results MS reported significant psychological distress (depressive symptoms: 38.17%, anxiety: 38.77% and distress: 36.83%). Compared to non-MS, they reported less significant depressive (OR, 0.80; 95% CI, 0.67-0.91; P = .007) and distress symptoms (OR, 0.73; 95% CI, 0.62-0.87; P < .001), after taking into account potential confounding variables including COVID-19 diagnosis. First year-MS reported higher rates of significant psychological distress than MS with clinical activities. Moreover, depressive symptoms’ rates were higher among MS with COVID-19 diagnosis (OR, 2.61; 95% CI, 1.21-6.13; P = .016). Conclusions Special attention should be offered to first year-MS and MS with COVID-19 diagnosis. Systematic companionship could be implemented for first year MS, and systematic psychiatric/psychological consultations for students with COVID-19 diagnosis.

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“…Recent research demonstrated an association between prior experience with digi-MHSs and higher acceptance among university students, but also little experience and low uptake rates at the same time (Lavergne and Kennedy, 2021). Additionally, previous experience appears not mandatory form positive attitudes toward digi-MHSs (Mayer et al, 2019).…”

Section: Rq2: Differences In Acceptancementioning

confidence: 99%

“…Interestingly, research indicated a higher acceptance of digi-MHSs among university students with personal use experience, but the utilization rates of existing digital interventions remain very low (Dunbar et al, 2018;Hadler et al, 2021;Lavergne and Kennedy, 2021). Potentially, suitable digi-MHSs are yet not well known and thus seldom used by university students despite overall positive attitudes (Mayer et al, 2019;Apolinário-Hagen et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Investigating the Persuasive Effects of Testimonials on the Acceptance of Digital Stress Management Trainings Among University Students and Underlying Mechanisms: A Randomized Controlled Trial

et al. 2021

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Objective: This experiment aims to investigate the influence of narrative information varying in the degree of perceived similarity and source credibility in supplemented testimonials on the acceptance of digital mental health services (digi-MHSs).Methods: In fall 2020, n=231 university students were randomly assigned to an active control group (aCG, n=55, “information only”) or one of three intervention groups (IGs) receiving information plus different testimonials being presented either by nonacademic staff (IG1, n=60), university students (IG2, n=58) or experts (IG3, n=58). We assessed mediation effects of similarity and credibility on acceptance in terms of attitudes and usage intentions.Results: Exposure to testimonials was associated with higher usage intentions (d=0.50) and more positive attitudes toward digi-MHSs (d=0.32) compared to mere information (aCG). Regarding source-related effects, one-way ANOVA showed group differences in intentions (ηp2=0.13) that were significantly higher after exposure to testimonials targeted at students than in the other groups after adjusting for baseline intentions (ηp2=0.24). Concerning underlying mechanisms, there were full mediation effects of similarity (IG1 versus IG2) on attitudes [95%CI (0.030, 0.441)] and intentions to use digi-MHSs [95%CI (0.100, 0.528)] and of credibility on attitudes [IG2 versus IG3; 95%CI (−0.217, −0.004)], all favoring students’ testimonials.Conclusion: Overall, this study indicates that the acceptance of digi-MHSs can be substantially increased by providing a simple, context-sensitive information intervention, including testimonials by university students. Since we identified mediating effects of credibility on cognitive attitudes and similarity on affect-driven intentions, a future trial could vary these features using narrative versus statistic information on digi-MHSs.

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Telepsychiatry and Medical Students: a Promising Mental Health Treatment for Medical Student Use Both Personally and Professionally

Cited by 13 publications

References 20 publications

The Promoting Effect of Mental Health Education on Students’ Social Adaptability: Implications for Environmental

The Promoting Effect of Mental Health Education on Students’ Social Adaptability: Implications for Environmental

Mental health of medical students during the COVID19: Impact of studies years

Investigating the Persuasive Effects of Testimonials on the Acceptance of Digital Stress Management Trainings Among University Students and Underlying Mechanisms: A Randomized Controlled Trial

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