Department of Psychology, Second University of Naples, Viale Ellittico 31, 81100 Caserta, Italy.
Department of Psychological Sciences, Institute of Psychology, Health and Society, University of Liverpool, UK.
Psychiatry Res. 2014 Nov 30;219(3):457-63. doi: 10.1016/j.psychres.2014.06.002. Epub 2014 Jun 9.
This study explored the influence of an educational intervention addressing common prejudices and scientific evidence about schizophrenia on medical and psychology students' views of this disorder. The intervention--consisting in two three-hour lessons with an interval of a week between--was run at first for medical students and then for psychology students. Participants' views of schizophrenia were assessed at baseline vs. at post intervention by matched questionnaires. At medical school, participation was voluntary and also included a six-month online re-assessment, while at psychology school, participation was mandatory. A total of 211 students attended the educational initiative. At post intervention assessment, students more frequently mentioned psychosocial causes of schizophrenia, and more firmly believed that recovery in schizophrenia is possible and that persons with this disorder are not unpredictable and dangerous vs. their baseline assessment. The online six-month assessment confirmed favourable changes in medical students' views found at post intervention. These results confirm that an educational intervention including personal experiences and scientific evidence can be successful in reducing students' prejudices toward persons with schizophrenia.
这项研究探讨了一项教育干预措施对医学和心理学学生对精神分裂症的看法的影响，该干预措施针对常见的偏见和有关精神分裂症的科学证据。该干预措施包括两堂三小时的课程，间隔一周，首先针对医学生，然后针对心理学学生进行。通过匹配的问卷，在干预前和干预后评估参与者对精神分裂症的看法。在医学院，参与是自愿的，还包括六个月的在线重新评估，而在心理学学校，参与是强制性的。共有 211 名学生参加了这项教育计划。在干预后的评估中，学生更频繁地提到精神分裂症的心理社会原因，并更坚定地相信精神分裂症是可以康复的，并且患有这种疾病的人不是不可预测和危险的，而不是他们在干预前的评估。六个月的在线评估证实了干预后医学生观点的积极变化。这些结果证实，包括个人经验和科学证据的教育干预措施可以成功减少学生对精神分裂症患者的偏见。
