How Medical Students’ Compassionate Values Influence Help-Seeking Barriers

Lannin, Daniel G.; Tucker, Jeritt R.; Streyffeler, Lisa; Harder, S. H.; Ripley, Bret; Vogel, David L.

doi:10.1080/10401334.2018.1522259

Cited by 13 publications

(13 citation statements)

References 47 publications

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“…We investigated the relations between four higher-order personal values (self-enhancement, self-transcendence, openness to change, conservation; Schwartz, 1992; 1994; Schwartz et al, 2012) and stigmas related to seeking psychological help. Our reults provide support for the idea that values can be conceptualized to exist within a larger, interrelated value-structure and suggest that the values inform help-seeking beliefs (Lannin, Tucker, et al, 2019; Maio, 2017; Schwartz et al, 2012). Specifically, how one prioritizes certain types of values is associated with the extent to which one stigmatizes other peoples’ help-seeking as well as their own.…”

Section: Discussionsupporting

confidence: 62%

“…These findings suggest that the values that a person prioritizes may constrain their beliefs about mental health concerns and help-seeking (Norman, Sorrentino, Windell, & Manchanda, 2008). For example, a person who prioritizes self-transcendence values, which are focused on enhancing the wellness of others, would likely not experience dissonance from agreeing with beliefs that demonstrate compassion (Lannin, Tucker, et al, 2019), the latter of which is consistent with endorsing lower levels of help-seeking stigma (Heath, Brenner, Lannin, & Vogel, 2018). Conversely, a person prioritizing self-enhancement values may be more prone to report help-seeking stigma because self-enhancement values reflect motivation to differentiate one’s status as superior to others, a process that often entails downward social comparison (Suls, Martin, & Wheeler, 2002).…”

Section: Values and Stigma Associated With Psychological Help-seekingmentioning

confidence: 99%

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How Are Personal Values Linked to Help-Seeking Stigma?

Lannin

Ludwikowski

Heath

et al. 2019

The Counseling Psychologist

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The extent to which individuals prioritize different personal values may be conceptually linked to the perceptions of societal stigma associated with seeking psychological help (public stigma), as well as the extent to which they apply that stigma to themselves (self-stigma). We examined how personal values predicted public stigma and self-stigma of seeking psychological help. Undergraduates ( N = 342) from two universities, one historically Black college/university and one predominantly White institution, completed questionnaires assessing personal values and public stigma and self-stigma of seeking psychological help. Self-transcendence values predicted lower self-stigma directly and indirectly via public stigma. Though there were no structural differences between the modeled relationships of values, public stigma, and self-stigma between Black/African American and White/European American undergraduates, the groups differed in their prioritization of self-transcendence, openness to change, and conservation values. Results suggest that understanding how individuals prioritize certain values over others may help explain group-differences in help-seeking stigmas.

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Section: Discussionsupporting

confidence: 62%

Section: Values and Stigma Associated With Psychological Help-seekingmentioning

confidence: 99%

How Are Personal Values Linked to Help-Seeking Stigma?

Lannin

Ludwikowski

Heath

et al. 2019

The Counseling Psychologist

Self Cite

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“…In addition, rigorous evaluation of the workshop could inform curriculum development. 28 Child disability case studies: an interprofessional learning opportunity for medical students and paediatric nursing students Street, K. N., et al We describe an interprofessional learning [ 37 ] opportunity for pre-qualification medical and paediatric nursing students using community- based case studies of disabled children and their families. 29 Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship M Tofil, N., et al We hypothesized that simulation training would improve both nursing students’ and medical students’ medical knowledge, communication skills, and understanding of each profession’s role in patient care.…”

Section: Methodsmentioning

confidence: 99%

“… 32 Developing interprofessional communication skills Wagner, J., et al This article will describe the development and implementation of a pilot educational teaching/learning simulation exercise designed to promote teamwork and collaboration between medical students and nursing students. 33 Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit Wright, A., et al This paper reports work from a Centre for Interprofessional Practice in a higher education institution in the UK that offers four levels of interprofessional learning [ 37 ] to all healthcare students. 34 Interprofessional education: The student perspective Lumague, M., et al In an effort to increase interprofessional collaboration, improve communication skills, foster respect and enhance knowledge of the different roles each discipline plays on the health care team, these students met together over a five week period and participated in interprofessional group sessions led by different health care professional leaders from the unit.…”

Section: Methodsmentioning

confidence: 99%

“…To determine whether a community-based, multidisciplinary team consisting of home-based caregivers and supervised students could improve the functional status and quality of life of patients living with chronic obstructive pulmonary disease (COPD) in a low-income, peri-urban setting in South Africa. We describe an interprofessional learning [37] opportunity for pre-qualification medical and paediatric nursing students using community-based case studies of disabled children and their families. We hypothesized that simulation training would improve both nursing students' and medical students' medical knowledge, communication skills, and understanding of each profession's role in patient care.…”

Section: Clarke H and M Vossmentioning

confidence: 99%

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Interprofessional communication (IPC) for medical students: a scoping review

Bok

Koh

et al. 2020

BMC Med Educ

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Background Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches in medical schools. Methods Krishna’s Systematic Evidence Based Approach (SEBA) was used to guide a scoping review of IPC training for medical students published between 1 January 2000 to 31 December 2018 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus and PsycINFO. The data accrued was independently analysed using thematic and content analysis to enhance the reproducibility and transparency of this SEBA guided review. Results 17,809 titles and abstracts were found, 250 full-text articles were reviewed and 73 full text articles were included. Directed Content analysis revealed 4 categories corresponding to the levels of the Miller’s Pyramid whilst thematic analysis revealed 5 themes including the indications, stages of trainings and evaluations, content, challenges and outcomes of IPC training. Many longitudinal programs were designed around the levels of Miller’s Pyramid. Conclusion IPC training is a stage-wise, competency-based learning process that pivots on a learner-centric spiralled curriculum. Progress from one stage to the next requires attainment of the particular competencies within each stage of the training process. Whilst further studies into the dynamics of IPC interactions, assessment methods and structuring of these programs are required, we forward an evidenced based framework to guide design of future IPC programs.

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An examination of help‐seeking preferences via best–worst scaling

2020

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ObjectiveThis study utilized best–worst scaling and latent class analysis to assess mental health treatment preferences and identify subgroups of college student help seekers.MethodCollege students (N = 504; age: M = 20.3, 79.2% female) completed assessments of mental health treatment preferences, self‐stigma, and distress.ResultsStudents preferred utilizing friends and family, followed by professional mental health providers, self‐help, keeping concerns to themselves, physicians, and lastly religious leaders. Latent class analyses identified four classes of respondents.ConclusionsSubgroups of student help seekers include Formal Help Seekers who prefer professional mental health providers, Informal Help Seekers who prefer friends and family, Ambivalent Help Seekers who prefer family and friends but also keeping concerns to themselves, and Help Avoiders who prefer keeping concerns to themselves. Assessing treatment preferences among different student subgroups may constitute an initial step in identifying effective ways to address university‐wide mental health concerns.

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How Medical Students’ Compassionate Values Influence Help-Seeking Barriers

Cited by 13 publications

References 47 publications

How Are Personal Values Linked to Help-Seeking Stigma?

How Are Personal Values Linked to Help-Seeking Stigma?

Interprofessional communication (IPC) for medical students: a scoping review

An examination of help‐seeking preferences via best–worst scaling

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