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Support for Medical Students with Mental Health Problems: a Conceptual Model

Andrew Grant, Rix Andrew, Winter Peter, Karen Mattick, Debbie jones

Academic Psychiatry, Volume: 39, Issue: 1, Pages: 16 - 21

Swansea University Author: Andrew Grant

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DOI (Published version): 10.1007/s40596-014-0154-3.

Abstract

ObjectiveMedical students experience higher prevalence of mental illness than age-matched controls and are less likely to access appropriate help when this happens. The aim of this study was to determine the range of strategies deployed by medical schools to support medical students with mental heal...

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Published in: Academic Psychiatry
Published: 2015
URI: https://cronfa.swan.ac.uk/Record/cronfa30866
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fullrecord <?xml version="1.0"?><rfc1807><datestamp>2016-10-30T12:11:04.1450517</datestamp><bib-version>v2</bib-version><id>30866</id><entry>2016-10-30</entry><title>Support for Medical Students with Mental Health Problems: a Conceptual Model</title><swanseaauthors><author><sid>afe2d53e3064f5b0fb8ad6c52aa57731</sid><firstname>Andrew</firstname><surname>Grant</surname><name>Andrew Grant</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2016-10-30</date><deptcode>SGMED</deptcode><abstract>ObjectiveMedical students experience higher prevalence of mental illness than age-matched controls and are less likely to access appropriate help when this happens. The aim of this study was to determine the range of strategies deployed by medical schools to support medical students with mental health concerns and to use this to identify distinct categories.MethodsWebsites and documents relating to all 32 UK medical schools were looked at, as were reports for quality assurance visits carried out by the General Medical Council (UK). A structured telephone interview was carried out with medical schools. Support services were examined by tracing the path that might be taken by a hypothetical student with mental health concerns of varying severity, seeing what was required and what was available at each stage. ResultsA range of support strategies is available to most medical students both from their medical school and from generic services in the university. Medical students will usually first contact a personal tutor or a senior member of faculty or be contacted by them as a result of concerns raised either via performance issue or by another student While individual support interventions are mostly based on evidence of effectiveness there is no unifying theory in terms of what constitutes effective support. To enable analysis of support interventions and comparison across providers, a six-stage conceptual model of prevention was developed, The six stages are; prevention, identification, referral, escalation, treatment and reintegration.ConclusionsThe staged model, derived from analysis of existing interventions, provides a framework for evaluation of current provision and comparison of different methods of delivery. Moreover, it provides a framework for future research.</abstract><type>Journal Article</type><journal>Academic Psychiatry</journal><volume>39</volume><journalNumber>1</journalNumber><paginationStart>16</paginationStart><paginationEnd>21</paginationEnd><publisher/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords>Adults, Great Britain, Humans, Mental disorders/therapy, Schools, medical/ organisation &amp;amp; administration, Schools, medical/ standards, student health services/ standards, students medical/ psychology, Young adults</keywords><publishedDay>1</publishedDay><publishedMonth>2</publishedMonth><publishedYear>2015</publishedYear><publishedDate>2015-02-01</publishedDate><doi>10.1007/s40596-014-0154-3.</doi><url/><notes/><college>COLLEGE NANME</college><department>Medical School - School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>SGMED</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2016-10-30T12:11:04.1450517</lastEdited><Created>2016-10-30T12:02:22.3818077</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">Swansea University Medical School - Medicine</level></path><authors><author><firstname>Andrew</firstname><surname>Grant</surname><order>1</order></author><author><firstname>Rix</firstname><surname>Andrew</surname><order>2</order></author><author><firstname>Winter</firstname><surname>Peter</surname><order>3</order></author><author><firstname>Karen</firstname><surname>Mattick</surname><order>4</order></author><author><firstname>Debbie</firstname><surname>jones</surname><order>5</order></author></authors><documents/><OutputDurs/></rfc1807>
spelling 2016-10-30T12:11:04.1450517 v2 30866 2016-10-30 Support for Medical Students with Mental Health Problems: a Conceptual Model afe2d53e3064f5b0fb8ad6c52aa57731 Andrew Grant Andrew Grant true false 2016-10-30 SGMED ObjectiveMedical students experience higher prevalence of mental illness than age-matched controls and are less likely to access appropriate help when this happens. The aim of this study was to determine the range of strategies deployed by medical schools to support medical students with mental health concerns and to use this to identify distinct categories.MethodsWebsites and documents relating to all 32 UK medical schools were looked at, as were reports for quality assurance visits carried out by the General Medical Council (UK). A structured telephone interview was carried out with medical schools. Support services were examined by tracing the path that might be taken by a hypothetical student with mental health concerns of varying severity, seeing what was required and what was available at each stage. ResultsA range of support strategies is available to most medical students both from their medical school and from generic services in the university. Medical students will usually first contact a personal tutor or a senior member of faculty or be contacted by them as a result of concerns raised either via performance issue or by another student While individual support interventions are mostly based on evidence of effectiveness there is no unifying theory in terms of what constitutes effective support. To enable analysis of support interventions and comparison across providers, a six-stage conceptual model of prevention was developed, The six stages are; prevention, identification, referral, escalation, treatment and reintegration.ConclusionsThe staged model, derived from analysis of existing interventions, provides a framework for evaluation of current provision and comparison of different methods of delivery. Moreover, it provides a framework for future research. Journal Article Academic Psychiatry 39 1 16 21 Adults, Great Britain, Humans, Mental disorders/therapy, Schools, medical/ organisation &amp; administration, Schools, medical/ standards, student health services/ standards, students medical/ psychology, Young adults 1 2 2015 2015-02-01 10.1007/s40596-014-0154-3. COLLEGE NANME Medical School - School COLLEGE CODE SGMED Swansea University 2016-10-30T12:11:04.1450517 2016-10-30T12:02:22.3818077 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine Andrew Grant 1 Rix Andrew 2 Winter Peter 3 Karen Mattick 4 Debbie jones 5
title Support for Medical Students with Mental Health Problems: a Conceptual Model
spellingShingle Support for Medical Students with Mental Health Problems: a Conceptual Model
Andrew Grant
title_short Support for Medical Students with Mental Health Problems: a Conceptual Model
title_full Support for Medical Students with Mental Health Problems: a Conceptual Model
title_fullStr Support for Medical Students with Mental Health Problems: a Conceptual Model
title_full_unstemmed Support for Medical Students with Mental Health Problems: a Conceptual Model
title_sort Support for Medical Students with Mental Health Problems: a Conceptual Model
author_id_str_mv afe2d53e3064f5b0fb8ad6c52aa57731
author_id_fullname_str_mv afe2d53e3064f5b0fb8ad6c52aa57731_***_Andrew Grant
author Andrew Grant
author2 Andrew Grant
Rix Andrew
Winter Peter
Karen Mattick
Debbie jones
format Journal article
container_title Academic Psychiatry
container_volume 39
container_issue 1
container_start_page 16
publishDate 2015
institution Swansea University
doi_str_mv 10.1007/s40596-014-0154-3.
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
document_store_str 0
active_str 0
description ObjectiveMedical students experience higher prevalence of mental illness than age-matched controls and are less likely to access appropriate help when this happens. The aim of this study was to determine the range of strategies deployed by medical schools to support medical students with mental health concerns and to use this to identify distinct categories.MethodsWebsites and documents relating to all 32 UK medical schools were looked at, as were reports for quality assurance visits carried out by the General Medical Council (UK). A structured telephone interview was carried out with medical schools. Support services were examined by tracing the path that might be taken by a hypothetical student with mental health concerns of varying severity, seeing what was required and what was available at each stage. ResultsA range of support strategies is available to most medical students both from their medical school and from generic services in the university. Medical students will usually first contact a personal tutor or a senior member of faculty or be contacted by them as a result of concerns raised either via performance issue or by another student While individual support interventions are mostly based on evidence of effectiveness there is no unifying theory in terms of what constitutes effective support. To enable analysis of support interventions and comparison across providers, a six-stage conceptual model of prevention was developed, The six stages are; prevention, identification, referral, escalation, treatment and reintegration.ConclusionsThe staged model, derived from analysis of existing interventions, provides a framework for evaluation of current provision and comparison of different methods of delivery. Moreover, it provides a framework for future research.
published_date 2015-02-01T03:37:38Z
_version_ 1763751659615289344
score 11.013148

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