UK medical students’ mental health during the COVID-19 pandemic: a qualitative interview study

Rich, Antonia; Viney, Rowena; Silkens, Milou; Griffin, Ann; Medišauskaitė, Asta

doi:10.1136/bmjopen-2022-070528

Cited by 10 publications

(6 citation statements)

References 45 publications

(69 reference statements)

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“…The studies were carried out in 21 countries worldwide, including the USA (n:7), UK (n:6), Brazil (n:6), India (3), Malaysia (n:2), Italy (n:2), Tunisia (n:1), Serbia (n:1), Portugal (n:1), Paraguay (n:1), Pakistan (n:1), Oman (n:1), New Zealand (n:1), Morocco (n:1), Saudi Arabia (n:2), Jordan (n:1), Ireland (n:1), Indonesia (n:1), Hong Kong (n:1), China (n:2), Canada (n:1) and Australia (n:1). Most of the studies reported the gender of participants (Castaldelli-Maia et al, 2019;Chau et al, 2019;Chew-Graham et al, 2003;Farrell, Kar, et al, 2019;Farrell, Moir, et al, 2019;Ghali et al, 2022;Machado et al, 2019;Malpass et al, 2019;Masri et al, 2019;Mirilovic et al, 2022;Rich et al, 2023;Saleem & Saleem, 2017;Srivastava et al, 2007;Torales et al, 2019;Wilkes et al, 2019;Winter et al, 2017), and these studies consistently showed a higher proportion of female participants.…”

Section: Resultsmentioning

confidence: 99%

Assessing Mental Health and Psychological Wellbeing in Medical Students: A Systematic Review

Hawsawi,

Nixon,

Derbyshire

et al. 2024

Eur. J. Behav. Sci.

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Medical students' psychological wellbeing is a growing concern. However, the methods used and outcomes measured in studies evaluating psychological wellbeing lack consistency given their wide and diverse array. This systematic review aims to characterise and comprehensively evaluate the outcomes measured and methods used in studies assessing psychological wellbeing among medical students. A consensus on the constructs and methods used in indexing psychological wellbeing can lead to more effective assessments and consequently more effective interventions aimed at promoting wellbeing in medical students. Methods: Multiple databases were searched, including Medline, PsycINFO, Cochrane Library, and Web of Science. Grey literature was searched through Google Scholar, and reference lists of the included studies were further searched. Results: Forty-five studies were included, and findings were integrated into a narrative synthesis. The results showed that various methods were used and various outcomes were measured to index medical students’ mental wellbeing; outcomes tapped on stress, depression, anxiety, burnout, and minor psychiatric disorders as wellbeing indicators while commonly used measures were the General Health Questionnaire, Oldenburg Burnout Inventory, Perceived Stress Scale and Depression Anxiety Stress Scale. Self-reported measures and quantitative designs predominated, focusing on negative indicators of wellbeing. The findings of this systematic review highlighted the vast heterogeneity in outcomes measured and methods used in studies assessing psychological wellbeing in medical students. Conclusions: Homogeneity in the measures and outcomes used to assess wellbeing is necessary to improve the comparability and reliability of findings among studies. Future research should also use validated measures that capture both positive and negative aspects of psychological wellbeing to gain a more comprehensive understanding of the factors that can promote positive psychological wellbeing; and consequently, to inform the development of more effective interventions tailored to the mental health needs of medical students.

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Section: Resultsmentioning

confidence: 99%

Assessing Mental Health and Psychological Wellbeing in Medical Students: A Systematic Review

Hawsawi,

Nixon,

Derbyshire

et al. 2024

Eur. J. Behav. Sci.

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“…These challenges have persisted both before and during the COVID-19 pandemic. Prior research has also underlined the persistent nature of these difficulties, which have worsened amidst the pandemic’s challenges [ 14 ]. This is concerning since medical students have previously reported needing help making time to seek help, and the added delay might discourage them from reaching out in times of need.…”

Section: Resultsmentioning

confidence: 99%

“…On top of the usual struggles, the advent of the COVID-19 pandemic introduced unprecedented disruptions to medical education; shifting to online learning, uncertainty about clinical rotations, decreased motivation, and the extra stress stemming from the pandemic situation itself, such as health concerns and isolation, made things even more challenging for medical students [ 13 ]. Prior literature [ 14 ] highlighted the exacerbation of existing challenges and the emergence of new stressors since the onset of the pandemic, emphasizing the need for adaptive and responsive approaches to support medical students amidst rapidly evolving circumstances.…”

Section: Introductionmentioning

confidence: 99%

Exploring access to support services for medical students: recommendations for enhancing wellbeing support

Hawsawi,

Nixon,

Stewart

et al. 2024

BMC Med Educ

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Background Medical students have reported facing unique challenges in their academic journey that can have a significant impact on their mental health and wellbeing; therefore, their access to support services and wellbeing resources has been deemed crucial for dealing effectively with the various challenges they tend to face. While previous research has highlighted certain barriers affecting medical students’ help-seeking and access to wellbeing support more generally, there is a pressing need for more in-depth research into the factors that may hinder or facilitate medical students’ acceptability and uptake of the wellbeing resources available to them within institutional contexts. The current study aims to explore students’ perceptions and utilization of wellbeing interventions and welfare resources within a medical school setting, as well as the factors influencing their help-seeking attitudes or behaviours. Additionally, it seeks to instigate medical students’ deeper reflections on potential enhancements that could be applied to wellbeing resources so that they are better suited to address their needs. Methods This study employed a qualitative design, involving semi-structured interviews and a series of focus groups with medical students at the University of Nottingham (UK). Post-interview, focus groups were deemed necessary to gain deeper insights into emerging findings from the interviews regarding students’ views on wellbeing support services. Qualitative data from the interviews was subjected to thematic analysis while a hybrid thematic analytic approach was applied for the focus group data in order to allow for both pre-defined themes from the interviews and newly emerging patterns to be identified and analysed in a combined manner. Results Twenty-five participants took part in the semi-structured interviews and twenty-two participants were recruited in a total of seven focus groups. Thematic analysis findings identified several key barriers to medical students’ accessing wellbeing resources, including difficulties in finding relevant information, lengthy processes and difficulties receiving prompt help in urgent situations, learning environment issues, confidentiality concerns, and stigma around mental health. Student suggestions for the enhancement of wellbeing provision were centered around proposed improvements in the format that the relevant information was presented and in the structure underlying the delivery of support services. Conclusion The study findings shed light on multi-faceted factors contributing to medical students’ challenges in accessing support services; and provided a deeper understanding of medical students’ wellbeing needs through a consolidation of their recommendations for the implementation of practical steps to address these needs. These steps can potentially inform key medical education stakeholders so that they can actively and proactively foster more supportive environments that may help improve medical students’ help-seeking, as well as their acceptability and uptake of wellbeing services.

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“…El estudio revela que, ante las prevalencias tan altas de "Riesgo de Adicción", "Ideación Suicida y/o Psicosis" y "Trastorno Mental Común", los estudiantes se verían beneficiados de campañas de concienciación sobre el consumo de alcohol y otras drogas y de consultar con un especialista de AP y/o de SM. Este seguimiento es llevado por el 16.20% concordando con el metaanálisis de JAMA en el que el 15.7% de los estudiantes con depresión recibían algún tipo de seguimiento (13). La UAM oferta atención psicológica a los estudiantes en el Centro de Psicología Aplicada (CPA) de la Facultad de Psicología a un precio reducido (31€).…”

Section: Discussionunclassified

“…En el estudio se estimó una prevalencia de síntomas depresivos de 35,4%, 36% de burnout alto, 25,7% de ansiedad grave, 11% de ideación suicida y 17,3% de uso habitual de psicofármacos. Con la pandemia por COVID-19, la prevalencia de depresión y ansiedad se han mantenido elevadas e inlcuso han aumentado (11)(12)(13)(14) hayan aumentado en el estudiantado también propiciado por el distanciamiento social y la pérdida de presencialidad (15), así como con por la adaptación al formato telemático de la docencia y la pérdida de horas prácticas (16).…”

Section: Introductionunclassified

Proyección de patología de salud mental en estudiantes de Medicina y su relación con la docencia y pandemia por COVID-19.

García-Abajo,

Guadalajara,

Pérez López

et al. 2023

Rev Esp Edu Med

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Introduction: There is a high prevalence of mental health (MS) pathologies in medical students. It is possible that the COVID-19 pandemic has increased them, affecting the personal and academic sphere. Objectives: To analyze the MS, the impact of COVID-19, the changes in the perception of the educational environment and the clinical internship in relation to psychopathologies and the follow-up by Primary Care (AP) and the Center for Applied Psychology (CPA) from the Autonomous University of Madrid (UAM). Methods: The MeMind application was used to collect sociodemographic variables, screening, and responses to the educational environment and clinical practice questionnaires from 201 UAM medical students (14.6%). Results: 44% have low well-being; 31.5%, possible depression; 31.7%, possible anxiety; 55.2%, risk of addiction; 17.3%, suicidal ideation; 8.1% possible psychosis and 15.1% consumption of psychotropic drugs. 16.2% are followed up by AP/SM and 2% by the CPA. Low well-being and the risk of depression are higher in the first years and decrease in the sixth year. However, the consumption of psychotropics increases during the race. Regarding the pandemic, low well-being, possible anxiety, and depression are associated with individual problems (eg, economic, personal loss). Online teaching appears to have had a negative impact on the educational environment and clinical internship, and thus on well-being and depression. Conclusions: the pandemic has affected mental health, the educational environment, and the clinical internship of UAM medical students. Introducción: Existe una alta prevalencia de patologías de salud mental (SM) en estudiantes de medicina. Es posible que la pandemia del COVID-19 los haya incrementado, afectando el ámbito personal y académico. Objetivos: Analizar la SM, el impacto de la COVID-19, los cambios en la percepción del entorno educativo y del internado clínico en relación con las psicopatologías y el seguimiento por parte de Atención Primaria (AP) y del Centro de Psicología Aplicada (CPA) de la Universidad Autónoma de Madrid (UAM). Métodos: Se utilizó la aplicación MeMind para recolectar las variables sociodemográficas, el tamizaje y las respuestas a los cuestionarios de ambiente educativo y prácticas clínicas de 201 estudiantes de medicina de la UAM (14,6%). Resultados: 44% tienen bajo bienestar; 31,5%, posible depresión; 31,7%, posible ansiedad; 55,2%, riesgo de adicción; 17,3%, ideación suicida; el 8,1% posible psicosis y el 15,1% consumo de psicofármacos. El 16,2% lleva seguimiento por AP/SM y un 2% por el CPA. El bajo bienestar y el riesgo de depresión son más altos en los primeros cursos y disminuyen en el sexto año. Sin embargo, el consumo de psicotrópicos aumenta durante la carrera. Con respecto a la pandemia, el bajo bienestar, la posible ansiedad y la depresión se asocian con problemas individuales (p. ej., pérdida económica, personal). La docencia en línea parece haber impactado negativamente en el entorno educativo y el internado clínico y, por tanto, en el bienestar y la depresión. Conclusiones: la pandemia ha afectado a la salud mental, al entorno educativo y al internado clínico de los estudiantes de medicina de la UAM.

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UK medical students’ mental health during the COVID-19 pandemic: a qualitative interview study

Cited by 10 publications

References 45 publications

Assessing Mental Health and Psychological Wellbeing in Medical Students: A Systematic Review

Assessing Mental Health and Psychological Wellbeing in Medical Students: A Systematic Review

Exploring access to support services for medical students: recommendations for enhancing wellbeing support

Proyección de patología de salud mental en estudiantes de Medicina y su relación con la docencia y pandemia por COVID-19.

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