Institute for Occupational, Social and Environmental Medicine, Centre for Health and Society, Faculty of Medicine, Heinrich-Heine-University of Düsseldorf, Düsseldorf, North Rhine-Westphalia, Germany.
PLoS One. 2020 Oct 15;15(10):e0240587. doi: 10.1371/journal.pone.0240587. eCollection 2020.
The mental health of medical students remains to be a matter of concern. Numerous setting-based and individual-based interventions for student mental health have been proposed in the literature. However, the student perspective on those interventions has been largely neglected. This study aims to explore how medical students perceive different interventions and if they desire any additional changes with regard to their studies. Eight focus groups with 71 participants were conducted at a large German medical school. Focus groups were recorded, transcribed and content-analyzed using MAXQDA 18. We found that medical students prefer setting-based interventions. Most proposed interventions were on a setting-based level. For instance, students asked for more information on the university's psychosocial counseling services and for better information management regarding contact persons. Interventions proposed in the literature received mixed reactions: Several participants did not favour a pass/fail grading system. Students considered a peer-to-peer mentoring program for freshmen very helpful. Students had diverse attitudes towards Balint groups. They approved of several self-management courses, most of them being related to time or stress management. Interestingly, the most urgently wanted interventions appear to be rather easy to implement (e.g. a mentoring program). This study explored the medical student perspective on student mental health interventions. Additionally, our study illustrates the benefit and feasibility of involving students early on in the conception of interventions. Further research with a representative sample is needed to obtain broader information on the acceptance of the suggested interventions.
医学生的心理健康仍然是一个值得关注的问题。文献中提出了许多基于环境和个体的学生心理健康干预措施。然而，学生对这些干预措施的看法在很大程度上被忽视了。本研究旨在探讨医学生如何看待不同的干预措施，以及他们是否希望对学业进行任何额外的改变。在一所德国大型医学院进行了 8 个焦点小组，共有 71 名参与者。使用 MAXQDA 18 对焦点小组进行录音、转录和内容分析。我们发现医学生更喜欢基于环境的干预措施。大多数提出的干预措施都基于环境层面。例如，学生要求提供更多关于大学心理社会咨询服务的信息，并更好地管理与联系人相关的信息。文献中提出的干预措施得到了不同的反应：一些参与者不赞成通过/不通过的评分系统。学生认为新生同伴辅导计划非常有帮助。学生对巴林团体有不同的态度。他们赞成几项自我管理课程，其中大多数与时间或压力管理有关。有趣的是，最急需的干预措施似乎很容易实施（例如辅导计划）。本研究探讨了医学生对学生心理健康干预措施的看法。此外，我们的研究说明了在干预措施的构思早期让学生参与的好处和可行性。需要进一步进行有代表性样本的研究，以获得关于建议干预措施接受程度的更广泛信息。
