Student-run activities decreasing stigma of mental illness among medical students
Location
Philadelphia
Start Date
13-5-2015 1:00 PM
Description
The American Osteopathic Association House of Delegates Resolution 205 recommends “increased awareness of depression amongst U.S. Medical students” due to the increasing body of research describing the rise of depression, burn-out and suicide ideation among medical students. There is consequently a need to understand mental health issues as a component of professional development and act in order to ensure students can access mental health resources when necessary. In 2012, the first 2-hour student-run “Patient Perspective” was held during the second year neuroscience block at the Philadelphia College of Osteopathic Medicine. One week before the program, a student-developed, online Wellness Survey measured prevalence of mental illness, common feelings during medical school, coping mechanisms used for stress, and use of mental health resources. During the program, data from the online survey were shared with the participants and student organizers discussed emotional wellness and positive coping mechanisms in the context of the profession. This format was followed by student panelists sharing their experiences with mental health issues. A faculty psychiatrist spoke about mental health resources, and attendees received pamphlets listing these resources. The event concluded with student-led breakout sessions where the focus of the discussion was on stress during medical school and developing strategies for promoting positive coping mechanisms. After the initial success of the first symposium in 2012, a permanent student government committee was formed and named the Student Wellness and Academic Transition Team (SWATTeam). This committee included three permanent positions to be filled annually, ensuring consistent student involvement among changing classes. The committee employed strategies to engage students in conversations regarding mental health early, often and as a conclusion to their pre-clinical years. During orientation of new students, a presentation was delivered regarding mental health issues, stigma and self-care. Additionally, new students were introduced to their “Bigs” mentor, a second-year student, who served as an ambassador for self-care and were knowledgeable of all available resources on campus. Throughout the first year of medical school, “Bigs” were responsible for planning and executing various small events to foster a sense of a caring community for their group of first-year students. Additionally, a vigorous campaign was enacted by numerous student leaders to market self-care practices and mental health resources to students. The pre-clinical activities culminated in the student-run symposium during the final academic block of second year previously described. Psychological well-being among medical students and all health professionals is vital to ensure successful care of patients. The innovative symposium and activities students have implemented at PCOM illustrate a method for the sensitive but critical topics of mental health and self-care to be addressed as a component of professionalism. Long-term goals for these activities include: improved student sense of ownership for their psychological well-being, improved self-efficacy in their abilities to manage stress, and a continued decline in stigma of mental illness that impedes mental-health resource-seeking behavior.
Student-run activities decreasing stigma of mental illness among medical students
Philadelphia
The American Osteopathic Association House of Delegates Resolution 205 recommends “increased awareness of depression amongst U.S. Medical students” due to the increasing body of research describing the rise of depression, burn-out and suicide ideation among medical students. There is consequently a need to understand mental health issues as a component of professional development and act in order to ensure students can access mental health resources when necessary. In 2012, the first 2-hour student-run “Patient Perspective” was held during the second year neuroscience block at the Philadelphia College of Osteopathic Medicine. One week before the program, a student-developed, online Wellness Survey measured prevalence of mental illness, common feelings during medical school, coping mechanisms used for stress, and use of mental health resources. During the program, data from the online survey were shared with the participants and student organizers discussed emotional wellness and positive coping mechanisms in the context of the profession. This format was followed by student panelists sharing their experiences with mental health issues. A faculty psychiatrist spoke about mental health resources, and attendees received pamphlets listing these resources. The event concluded with student-led breakout sessions where the focus of the discussion was on stress during medical school and developing strategies for promoting positive coping mechanisms. After the initial success of the first symposium in 2012, a permanent student government committee was formed and named the Student Wellness and Academic Transition Team (SWATTeam). This committee included three permanent positions to be filled annually, ensuring consistent student involvement among changing classes. The committee employed strategies to engage students in conversations regarding mental health early, often and as a conclusion to their pre-clinical years. During orientation of new students, a presentation was delivered regarding mental health issues, stigma and self-care. Additionally, new students were introduced to their “Bigs” mentor, a second-year student, who served as an ambassador for self-care and were knowledgeable of all available resources on campus. Throughout the first year of medical school, “Bigs” were responsible for planning and executing various small events to foster a sense of a caring community for their group of first-year students. Additionally, a vigorous campaign was enacted by numerous student leaders to market self-care practices and mental health resources to students. The pre-clinical activities culminated in the student-run symposium during the final academic block of second year previously described. Psychological well-being among medical students and all health professionals is vital to ensure successful care of patients. The innovative symposium and activities students have implemented at PCOM illustrate a method for the sensitive but critical topics of mental health and self-care to be addressed as a component of professionalism. Long-term goals for these activities include: improved student sense of ownership for their psychological well-being, improved self-efficacy in their abilities to manage stress, and a continued decline in stigma of mental illness that impedes mental-health resource-seeking behavior.