Digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study

Abstract Background Medical students are prone to mental disorders, such as depression and anxiety, and their psychological burden is mainly related to their highly demanding studies. Interventions are needed to improve medical students’ mental health literacy (MHL) and wellbeing. This study assesse...

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Autores principales:	Marjo Kurki, Gilbert Sonja, Mishina Kaisa, Lempinen Lotta, Luntamo Terhi, Hinkka-Yli-Salomäki Susanna, Sinokki Atte, Upadhyaya Subina, Wei Yifeng, Sourander Andre
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Digital intervention Mental health Wellbeing Mental health literacy Mindfulness Preventive intervention Special aspects of education LC8-6691 Medicine R
Acceso en línea:	https://doaj.org/article/7e19e1fd04b6456abd7e543c4065f2e0
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spelling	oai:doaj.org-article:7e19e1fd04b6456abd7e543c4065f2e02021-11-08T11:17:24ZDigital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study10.1186/s12909-021-02990-41472-6920https://doaj.org/article/7e19e1fd04b6456abd7e543c4065f2e02021-11-01T00:00:00Zhttps://doi.org/10.1186/s12909-021-02990-4https://doaj.org/toc/1472-6920Abstract Background Medical students are prone to mental disorders, such as depression and anxiety, and their psychological burden is mainly related to their highly demanding studies. Interventions are needed to improve medical students’ mental health literacy (MHL) and wellbeing. This study assessed the digital Transitions, a MHL program for medical students that covered blended life skills and mindfulness activities. Methodology This was a one group, quasi-experimental pretest-posttest study. The study population was 374 first-year students who started attending the medical faculty at the University of Turku, Finland, in 2018-2019. Transitions was provided as an elective course and 220 students chose to attend and 182 agreed to participate in our research. Transitions included two 60-minute lectures, four weeks apart, with online self-learning material in between. The content focused on life and academic skills, stress management, positive mental health, mental health problems and disorders. It included mindfulness audiotapes. Mental health knowledge, stigma and help-seeking questionnaires were used to measure MHL. The Perceived Stress Scale and General Health Questionnaire measured the students’ stress and health, respectively. A single group design, with repeated measurements of analysis of variance, was used to analyze the differences in the mean outcome scores for the 158 students who completed all three stages: the pre-test (before the first lecture), the post-test (after the second lecture) and the two-month follow-up evaluation. Results The students’ mean scores for mental health knowledge improved (-1.6, 95% Cl -1.9 to -1.3, P<.001) and their emotional symptoms were alleviated immediately after the program (0.5, 95% Cl 0.0 to 1.1, P=.040). The changes were maintained at the two-month follow up (-1.7, 95% Cl -2.0 to -1.4, P<.001 and 1.0, 95% Cl 0.2 to 1.8, P=.019, respectively). The students’ stress levels reduced (P=.022) and their attitudes towards help-seeking improved after the program (P<.001), but these changes were not maintained at the two-month follow up. The stigma of mental illness did not change during the study (P=.13). Conclusions The digital Transitions program was easily integrated into the university curriculum and it improved the students’ mental health literacy and wellbeing. The program may respond to the increasing global need for universal digital services, especially during the lockdowns due to the COVID-19 pandemic. Trial registration The trial was registered at the ISRCTN registry (26 May 2021), registration number 10.1186/ ISRCTN10565335 ).Marjo KurkiGilbert SonjaMishina KaisaLempinen LottaLuntamo TerhiHinkka-Yli-Salomäki SusannaSinokki AtteUpadhyaya SubinaWei YifengSourander AndreBMCarticleDigital interventionMental healthWellbeingMental health literacyMindfulnessPreventive interventionSpecial aspects of educationLC8-6691MedicineRENBMC Medical Education, Vol 21, Iss 1, Pp 1-11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Digital intervention Mental health Wellbeing Mental health literacy Mindfulness Preventive intervention Special aspects of education LC8-6691 Medicine R
spellingShingle	Digital intervention Mental health Wellbeing Mental health literacy Mindfulness Preventive intervention Special aspects of education LC8-6691 Medicine R Marjo Kurki Gilbert Sonja Mishina Kaisa Lempinen Lotta Luntamo Terhi Hinkka-Yli-Salomäki Susanna Sinokki Atte Upadhyaya Subina Wei Yifeng Sourander Andre Digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study
description	Abstract Background Medical students are prone to mental disorders, such as depression and anxiety, and their psychological burden is mainly related to their highly demanding studies. Interventions are needed to improve medical students’ mental health literacy (MHL) and wellbeing. This study assessed the digital Transitions, a MHL program for medical students that covered blended life skills and mindfulness activities. Methodology This was a one group, quasi-experimental pretest-posttest study. The study population was 374 first-year students who started attending the medical faculty at the University of Turku, Finland, in 2018-2019. Transitions was provided as an elective course and 220 students chose to attend and 182 agreed to participate in our research. Transitions included two 60-minute lectures, four weeks apart, with online self-learning material in between. The content focused on life and academic skills, stress management, positive mental health, mental health problems and disorders. It included mindfulness audiotapes. Mental health knowledge, stigma and help-seeking questionnaires were used to measure MHL. The Perceived Stress Scale and General Health Questionnaire measured the students’ stress and health, respectively. A single group design, with repeated measurements of analysis of variance, was used to analyze the differences in the mean outcome scores for the 158 students who completed all three stages: the pre-test (before the first lecture), the post-test (after the second lecture) and the two-month follow-up evaluation. Results The students’ mean scores for mental health knowledge improved (-1.6, 95% Cl -1.9 to -1.3, P<.001) and their emotional symptoms were alleviated immediately after the program (0.5, 95% Cl 0.0 to 1.1, P=.040). The changes were maintained at the two-month follow up (-1.7, 95% Cl -2.0 to -1.4, P<.001 and 1.0, 95% Cl 0.2 to 1.8, P=.019, respectively). The students’ stress levels reduced (P=.022) and their attitudes towards help-seeking improved after the program (P<.001), but these changes were not maintained at the two-month follow up. The stigma of mental illness did not change during the study (P=.13). Conclusions The digital Transitions program was easily integrated into the university curriculum and it improved the students’ mental health literacy and wellbeing. The program may respond to the increasing global need for universal digital services, especially during the lockdowns due to the COVID-19 pandemic. Trial registration The trial was registered at the ISRCTN registry (26 May 2021), registration number 10.1186/ ISRCTN10565335 ).
format	article
author	Marjo Kurki Gilbert Sonja Mishina Kaisa Lempinen Lotta Luntamo Terhi Hinkka-Yli-Salomäki Susanna Sinokki Atte Upadhyaya Subina Wei Yifeng Sourander Andre
author_facet	Marjo Kurki Gilbert Sonja Mishina Kaisa Lempinen Lotta Luntamo Terhi Hinkka-Yli-Salomäki Susanna Sinokki Atte Upadhyaya Subina Wei Yifeng Sourander Andre
author_sort	Marjo Kurki
title	Digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study
title_short	Digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study
title_full	Digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study
title_fullStr	Digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study
title_full_unstemmed	Digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study
title_sort	digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study
publisher	BMC
publishDate	2021
url	https://doaj.org/article/7e19e1fd04b6456abd7e543c4065f2e0
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Digital mental health literacy -program for the first-year medical students’ wellbeing: a one group quasi-experimental study

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