Sekhar Sylas Sebastian Neela, Gui Tan Ming, Ping Nicholas Pang Tze, Min Koh Yunn
Department of Psychiatry & Psychological Health, Faculty of Medicine and Health Sciences, Universiti Malaysia Sabah, Malaysia.
Department of Psychiatry, Hospital Universiti Malaysia Sabah, Malaysia.
Korean J Med Educ. 2025 Jun;37(2):133-142. doi: 10.3946/kjme.2025.330. Epub 2025 May 29.
This study evaluated a school-based mental health program within a psychiatry clerkship to enhance medical students' competencies in mental health literacy, empathy, communication, and adaptability. The program aimed to bridge theoretical knowledge with practical skills through experiential learning in a real-world, community-based setting.
The study utilized convenience sampling to select 32 medical students from the 2023-2024 psychiatry clerkship cohort. Four focus group discussions, each lasting 60-90 minutes, provided qualitative data, which were analyzed using reflexive thematic analysis in Atlas.ti (ATLAS.ti GmbH, Germany) to identify themes related to professional development.
Five key themes emerged, highlighting significant gains in context-sensitive communication, empathy, and mental health literacy specific to adolescent issues. The students reported increased clinical confidence, enhanced resilience through psychological techniques such mindfulness and motivational interviewing, and benefited from sustained engagement and peer support, fostering collaboration and stress management.
The school-based mental health program enhanced essential competencies in mental health literacy, empathy, communication, and practical skills for medical students. By integrating experiential learning into medical education, the program addressed training gaps, equipping future healthcare providers with the skills necessary for holistic and patient-centered mental healthcare across diverse clinical settings. The approach showed potential for broader applications in medical education to prepare students for comprehensive mental health support skills.
本研究评估了精神病学实习期间一项以学校为基础的心理健康项目，以提高医学生在心理健康素养、同理心、沟通和适应能力方面的水平。该项目旨在通过在现实世界、基于社区的环境中进行体验式学习，将理论知识与实践技能相结合。
本研究采用便利抽样法，从2023 - 2024年精神病学实习队列中选取32名医学生。进行了四次焦点小组讨论，每次持续60 - 90分钟，提供定性数据，并在德国ATLAS.ti公司的Atlas.ti软件中使用反思性主题分析法进行分析，以确定与专业发展相关的主题。
出现了五个关键主题，突出了在针对青少年问题的情境敏感沟通、同理心和心理健康素养方面的显著提高。学生们报告说临床信心增强，通过正念和动机性访谈等心理技术提高了恢复力，并受益于持续参与和同伴支持，促进了协作和压力管理。
以学校为基础的心理健康项目提高了医学生在心理健康素养、同理心、沟通和实践技能方面的基本能力。通过将体验式学习融入医学教育，该项目弥补了培训差距，为未来的医疗保健提供者配备了在不同临床环境中提供全面和以患者为中心的心理保健所需的技能。该方法在医学教育中具有更广泛应用的潜力，可为学生准备全面的心理健康支持技能。
