Attitudes towards patients with mental illness in Irish medical students

Connor, K. O’; Brennan, Daria; Loughlin, K O; Wilson, Lorna; Pillay, Divina; Clarke, Martin; Casey, Patricia; Malone, Kevin; Lane, Abbie

doi:10.1007/s11845-013-0955-5

Cited by 19 publications

(15 citation statements)

References 32 publications

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“…Portuguese medical students have similar results to some studies that showed good or better attitudes towards the psychiatric patients in late medicine school years, 23 after psychoeducation [24][25][26][27][28][29] and psychiatric teaching. [30][31][32] Although our students' attitudes showed a regression in scores after the third year, they were still better at the end of the course than the in first year.…”

Section: Discussionsupporting

confidence: 70%

Stigma and Attitudes towards Psychiatric Patients in Portuguese Medical Students

et al. 2015

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(36,13). A melhor diferença verificou-se para a sub-escala Autoritarismo (5º ano -1º ano = 2,03), e a pior diferença verificou-se para a sub-escala Benevolência (5º ano -1º ano = 0,39). Os melhores resultados foram encontrados no final do 3º ano. Discussão: Os resultados poderão dever-se ao módulo de luta contra o estigma, incluído na disciplina de 'Introdução à Saúde Mental'. Esse efeito positivo ter-se-á perdido no 4º e 5º anos, com uma degradação das atitudes. Conclusão: Este estudo salienta a importância dos módulos de luta contra o estigma na melhoria das atitudes dos estudantes de medicina perante a saúde mental. Este tipo de acções pedagógicas preventivas com intuito anti-estigma, devem ser na melhor preparação possível de gerações médicas futuras. Palavras-chave: Atitude; Estigma Social; Estudantes de Medicina; Psiquiatria. ABSTRACT Introduction:This study aims to assess the impact of psychiatric education on attitudes of medical students towards psychiatric patients. Material and Methods:A cross-sectional survey of medical students was conducted at the biggest Portuguese medical school. The students completed an anonymous self-report questionnaire, including sociodemographic data, family history of psychiatric illness, and the Community Attitudes toward the Mentally Ill scale. Results: Of the 2 178 students, 398 answered the survey, representing 18.2% of the whole medical school. There was a significant improvement in all Community Attitudes toward the Mentally Ill scale dimensions along the medical course. The higher scores were in Restrictiveness subscale (38.01), and the lower scores were for Authoritarianism (36.13). The best improvement along the course was for Authoritarianism (5 th year score -1 st year score = 2.03), and the worse was for Benevolence (5 th year score -1 st year score = 0.39). The biggest improvement, in all scores, was found at the end of the 3rd year. Discussion: The authors propose that the better attitudes found on third year students were due to a very specific anti-stigma module on the theoretical discipline 'Introduction to Mental Health'. After that, this positive effect was lost, with fourth and fifth year medical students showing a worsening of their attitudes. Conclusion: Our results highlight the importance of anti-stigma specific education modules in order to improve students' attitudes toward mental health. Thus more anti-stigma preventive measures can be taken onward, on preparing the best way possible, the next generation of doctors.

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Section: Discussionsupporting

confidence: 70%

Stigma and Attitudes towards Psychiatric Patients in Portuguese Medical Students

et al. 2015

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“…In particular, medical students acknowledge the value of psychotherapy ( 21 ), view psychiatry as intellectually challenging and personally rewarding, but are reported to entertain a certain skepticism toward factors such as scientific standing, status, prestige and financial prospects, psychiatrists, patients, and treatment ( 18 ). In previous studies, female medical students and those with previous experience with psychiatry had consistently more positive attitudes ( 18 , 20 , 21 , 23 , 24 , 28 , 29 ), higher general interest in psychiatry ( 18 ), or higher interest in psychiatry as a career ( 20 , 22 , 25 – 28 ). Attitudes toward psychiatry and the definite career choice might also depend on characteristics of the medical school concerned, such as selection of students by non-teachable competencies, cultural diversity among medical students or the medical school’s focus on psychiatric education, and the supportiveness of the faculty ( 18 , 20 ).…”

Section: Introductionmentioning

confidence: 78%

“…In order to learn more about medical students’ views of psychiatry, numerous studies have focused on their attitudes toward psychiatry and their intended or definite career choice in order to obtain a deeper insight into the factors which might contribute to a better standing ( 18 – 29 ). Most studies indicate a discrepancy between positive attitudes toward psychiatry and low willingness to work in the field ( 18 , 21 , 22 ).…”

Section: Introductionmentioning

confidence: 99%

Predicting Medical Students’ Current Attitudes Toward Psychiatry, Interest in Psychiatry, and Estimated Likelihood of Working in Psychiatry: A Cross-Sectional Study in Four European Countries

et al. 2018

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Psychiatry as a medical discipline is becoming increasingly important due to the high and increasing worldwide burden associated with mental disorders. Surprisingly, however, there is a lack of young academics choosing psychiatry as a career. Previous evidence on medical students’ perspectives is abundant but has methodological shortcomings. Therefore, by attempting to avoid previous shortcomings, we aimed to contribute to a better understanding of the predictors of the following three outcome variables: current medical students’ attitudes toward psychiatry, interest in psychiatry, and estimated likelihood of working in psychiatry. The sample consisted of N = 1,356 medical students at 45 medical schools in Germany and Austria as well as regions of Switzerland and Hungary with a German language curriculum. We used snowball sampling via Facebook with a link to an online questionnaire as recruitment procedure. Snowball sampling is based on referrals made among people. This questionnaire included a German version of the Attitudes Toward Psychiatry Scale (ATP-30-G) and further variables related to outcomes and potential predictors in terms of sociodemography (e.g., gender) or medical training (e.g., curriculum-related experience with psychiatry). Data were analyzed by linear mixed models and further regression models. On average, students had a positive attitude to and high general interest in, but low professional preference for, psychiatry. A neutral attitude to psychiatry was partly related to the discipline itself, psychiatrists, or psychiatric patients. Female gender and previous experience with psychiatry, particularly curriculum-related and personal experience, were important predictors of all outcomes. Students in the first years of medical training were more interested in pursuing psychiatry as a career. Furthermore, the country of the medical school was related to the outcomes. However, statistical models explained only a small proportion of variance. The findings indicate that particularly curriculum-related experience is important for determining attitudes toward psychiatry, interest in the subject and self-predicted professional career choice. We therefore encourage the provision of opportunities for clinical experience by psychiatrists. However, further predictor variables need to be considered in future studies.

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“…The findings about the positive impact of the psychiatry clerkship were in parallel with previous study findings. [5][6][7][8] Learning based on experience with real patients is essential in clinical education. However, the experience is not competent enough alone, and should be reconstructed by reflective practices over interactions with the trainee him/herself, other people, opinions and other components of the environments.…”

Section: Discussionmentioning

confidence: 99%

“…[2][3][4] Reducing stigmatization of mental illness of medical students is an important aim of medical education. Findings show that the educational programs implemented in this regard either improve the stigmatization attitudes of students [5][6][7][8] or do not have any impact [9][10][11] or do not contribute to being ready to provide medical care to such patients. 12 Educational approaches like lecture, 13 webbased program, 14 watching videotaped, 15 humanizing approach, 16 peer sharing of personal experince, 17 experience of simulated auditory hallucinations 18 and contact-based sessions 19 are effective in reducing mental illness stigmatization among medical students.…”

Section: Introductionmentioning

confidence: 94%

The impact of reflective practices on medical students' attitudes towards mental illness

Demirören¹,

Saka²,

Şenol³

et al. 2016

Anadolu Psikiyatri Derg

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Objective: This study aimed to examine the impact of reflective practices on the attitudes of the medical students towards mental illnesses and to determine the impact of some variables on the attitude change. Methods: A quasiexperimental study was carried out in two medical schools in Turkey. Educational intervention, included written and verbal reflection practices for student experience in interview with patients during psychiatry clerkship, was applied in intervention groups. The impact was evaluated by collecting data at before and after psychiatry clerkship using Beliefs towards Mental Illness Inventory (BMI) in intervention and control groups. Results: Total 190 students were included in the intervention (51.6%) and (48.4%) control groups. Mean score of total BMI was found to be signifycantly lower after intervention in both groups, however, no statistical difference was observed between the two groups. The impact of two subscales of the empathy and basic personal traits of the students and self-experience of mental illness on attitude change were found to be statistically significant. After correction was done for these variables, time affect (psychiatry training) could not be found statistically significant. Verbal reflective practice was found to be more beneficial than written one. Discussion: Psychiatry clerkship training created a small and meaningful impact, but reflective practices did not show a significant impact on attitude change of students towards mental illness. Empathy, basic personal traits and self-experience of mental illnesses can be taken into consideration as factors related with stigma in improving attitudes of students.

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Attitudes towards patients with mental illness in Irish medical students

Abstract: Given the high rates of physical illness in patients with mental health problems, specific educational initiatives to address medical student's attitudes to patients with mental health problems should be an educational priority in medical school.

Cited by 19 publications

References 32 publications

Stigma and Attitudes towards Psychiatric Patients in Portuguese Medical Students

Stigma and Attitudes towards Psychiatric Patients in Portuguese Medical Students

Predicting Medical Students’ Current Attitudes Toward Psychiatry, Interest in Psychiatry, and Estimated Likelihood of Working in Psychiatry: A Cross-Sectional Study in Four European Countries

The impact of reflective practices on medical students' attitudes towards mental illness

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