School of Clinical Medicine, Cambridge, UK,
Psychiatr Danub. 2013 Sep;25 Suppl 2:S224-30.
For a group of medical students to design and deliver a mental health workshop in Cambridge secondary schools. Subsequently, to evaluate any improvements in pupils' knowledge of mental health issues, including knowledge of common mental illnesses, stigma and where to access help with mental health problems.
A group of three medical students undertook a five week Student Selected Component to develop a mental health workshop in Spring 2013. The workshop was designed to include interactive components, such as role play, models and video. It was delivered to eight classes of 12-13 year old pupils across two local secondary schools, a total of 230 students. Questionnaires were completed before and after each workshop to test knowledge acquisition of mental health issues, stigma and where pupils could get help with mental health problems. Comparisons between data from the pre- and post-workshop questionnaires were made to assess learning.
The responses from the questionnaires showed a global improvement in knowledge of mental health. This is highlighted by the increase in awareness of the prevalence of mental health problems amongst young people from 47.0% before the workshops to 97.8% after the workshops. The ability to identify symptoms of anxiety rose from 21.7% to 44.8% and the ability to identify depression rose from 29.0% to 53.5% respectively. Whilst only 15.2% pupils disagreed with a stigmatising statement about mental illness before the workshops, 61.3% pupils disagreed afterwards. The students were also better informed about how to access help and identified areas that they found useful to learn about.
Comparison of the pre- and post-workshop questionnaires indicate that medical student-led workshops are an effective method for improving knowledge of mental health topics amongst 12-13 year old school pupils, as well as encouraging positive attitudes towards mental health. The project highlights a demand for mental health education in schools and brings to light topics that could be covered in future sessions or similar projects.
让一组医学生在剑桥中学设计并教授一门心理健康课程。随后，评估学生对心理健康问题的认识是否有所提高，包括对常见精神疾病、污名化和获得心理健康问题帮助的途径的认识。
三名医学生在 2013 年春季进行了为期五周的学生自选课程，以开发一门心理健康课程。该课程旨在包括互动式组件，如角色扮演、模型和视频。它被提供给两所当地中学的八个 12-13 岁的班级，共有 230 名学生。在每次课程前后都完成了问卷，以测试对心理健康问题、污名化和学生可以从哪里获得心理健康问题帮助的知识获取情况。比较课前和课后问卷的数据，以评估学习效果。
问卷的回答显示，学生对心理健康知识的总体认识有所提高。这一点从对年轻人心理健康问题的普遍性的认识提高得到了证明，课前的知晓率为 47.0%，课后提高到 97.8%。识别焦虑症状的能力从 21.7%提高到 44.8%，识别抑郁的能力从 29.0%提高到 53.5%。虽然课前只有 15.2%的学生不同意关于精神疾病的污名化陈述，但课后有 61.3%的学生不同意。学生也更了解如何获得帮助，并确定了他们认为有用的学习领域。
课前和课后问卷的比较表明，医学生主导的课程是提高 12-13 岁学生对心理健康主题认识的有效方法，同时鼓励对心理健康的积极态度。该项目强调了学校心理健康教育的需求，并提出了一些可能在未来课程或类似项目中涵盖的主题。
