Department of Psychiatry, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, Karnataka, India.
Department of Medicine, Seth GS Medical College, Mumbai, Maharashtra, India.
Asian J Psychiatr. 2021 Nov;65:102834. doi: 10.1016/j.ajp.2021.102834. Epub 2021 Sep 3.
The objective was to develop an educational module on stigma, empathy, and attitude towards mental illness and evaluate its effectiveness among undergraduate medical students.
In phase I, the authors developed the Stigma, Empathy, and Attitude (SEA) module consisting of interactive teaching-learning components through an experts-based consensus (two rounds of Delphi). In phase II, the effectiveness of the module was evaluated. SEA module (one-hour interactive lecture and three hours' small group teaching) was delivered to the fifth-semester undergraduate medical students (N = 240) once during their psychiatry rotation. Students were assessed with the Mental Health Knowledge Schedule (MHKS), Mental Illness: Clinician's Attitudes (MICA) scale, Jefferson Scale for Empathy (JSE), and Social Distance scale (SDS), to measure mental health knowledge, attitude, empathy, and stigma, at baseline and after delivery of the module. Feedback on the module was obtained from the participating students and faculty.
Baseline data was obtained for 157 students, and post-intervention assessment was completed for 66 students. There was a significant increase in MHKS score (p < 0.001, Cohen's d = 0.59) and a significant reduction in the MICA score (p = 0.016, Cohen's d = 0.31) after the intervention. However, there was no change in empathy and social distance, as measured by JSE (p = 0.23) and SDS (p = 0.31). A majority of the faculty and students were satisfied with the module and felt it should be part of the psychiatry curriculum.
The SEA module was found to improve medical students' knowledge and attitude towards mental illness and could be integrated as part of the psychiatry curriculum. However, it was ineffective in changing empathy and stigma in the students.
本研究旨在开发一个关于精神疾病污名、同理心和态度的教育模块，并评估其在医学本科生中的效果。
在第一阶段，作者通过专家共识（两轮德尔菲法）开发了包含互动式教学内容的污名、同理心和态度（SEA）模块。在第二阶段，评估了该模块的效果。SEA 模块（一个小时的互动讲座和三个小时的小组教学）在精神病学轮转期间向五年级医学生（N=240）一次性提供。使用心理健康知识量表（MHKS）、精神疾病：临床医生态度量表（MICA）、杰斐逊同理心量表（JSE）和社会距离量表（SDS）评估学生的心理健康知识、态度、同理心和污名，分别在基线和模块教学后进行评估。从参与的学生和教师那里获得了对该模块的反馈。
基线数据来自 157 名学生，157 名学生中有 66 名完成了干预后的评估。干预后 MHKS 得分显著增加（p<0.001，Cohen's d=0.59），MICA 得分显著降低（p=0.016，Cohen's d=0.31）。然而，JSE（p=0.23）和 SDS（p=0.31）测量的同理心和社会距离没有变化。大多数教师和学生对该模块感到满意，并认为它应该成为精神病学课程的一部分。
SEA 模块被发现可以提高医学生对精神疾病的知识和态度，并且可以作为精神病学课程的一部分进行整合。然而，它对改变学生的同理心和污名没有效果。
