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Creation of a Student-Driven Mental Health Taskforce to Improve Mental Health and Wellness at Lake Erie College of Osteopathic Medicine

Journal: Journal of Osteopathic Medicine Date: 2017/11, 117(11):Pages: e65-e67. doi: Subito , type of study: longitudinal study

Full text    (https://www.degruyter.com/document/doi/10.7556/jaoa.2017.141/html)

Keywords:

longitudinal study [28]
medical students [402]
mental health [21]
osteopathic medicine [1540]
USA [1086]

Abstract:

The picture of mental health among medical students and physicians reveals incredible challenges, including high levels of anxiety, depression, and suicidality with lower mental and emotional quality of life.1–7 The Council of Osteopathic Student Government Presidents (COSGP) saw similar results in studies performed among osteopathic medical students.8 Overall, the mental well-being of current and future physicians across the country paints a grim picture of the future of patient health care. The status of mental well-being among the health care field is not without drive for improvement, however. Several institutions have demonstrated various tactics to create more nurturing environments while still meeting the rigorous demands of medical education.9–11 The identification of challenges regarding mental health and wellness as an integrated component of the medical education curriculum, as well as the inspiration for improvement, demonstrates the critical need to assess and improve the overall mental well-being among medical students at LECOM. Hypothesis: We hypothesize that a specifically student-driven mental health and wellness campaign will improve and enhance the mental health status and culture of the student body at LECOM. Therefore, the Student Government Association set out to assess the mental health and wellness of the students at LECOM, as well as develop, implement, and evaluate the effectiveness of a Mental Health Taskforce. Methods: Six assessments were used to evaluate the mental health and wellness of LECOM students throughout the first 2 years of their medical curriculum. The instruments used assess depression, anxiety, suicidality, unhealthy eating behavior, drug and alcohol abuse, and life event stressors. The measures are intended as screening indicators and selected based on assessments widely accepted for use in the field. Assessments were administered at 3 critical time points during the OMS I curriculum: (1) during new student orientation before the beginning of coursework, (2) at the completion of anatomy, histology, and embryology, approximately 2 months into courses, and (3) at the completion of their basic science core-curriculum, approximately 6 months into coursework. The fourth assessment will be administered at the completion of their systems-based science curriculum, denoting the end of preclinical medical education. Survey data were processed using a series of t tests, ANOVAs, and Pearson correlations assessing the survey responses across several different independent variables. Results: Not surprisingly, initial results paralleled those of the study performed by COSGP, which demonstrated a higher level of anxiety, depression, and suicidality among medical students compared with that of the general public.8 Follow-up data also showed significant increases in depression. In addition, these data supported that student perceptions of their own mental status and health correlated to their anxiety and depression indices. Similarly, their level of excitement and readiness for their education also correlated with mental health indices. Together, these data support the need for further self-awareness of mental health and wellness among LECOM students. To help improve these data and prevent any further decline, a taskforce of LECOM students was created to design a campaign focused on improving mental health outcomes campus-wide. Their activities were focused on providing stress mitigation techniques to students via health and wellness programs at the LECOM Medical Fitness and Wellness Center, providing student-driven support through events and activities focused on academics and mental well-being, and organizing workshops provided by guest lecturers focused on relaxation, meditation, nutrition, and time management. Working in conjunction with faculty to provide structure and feedback, the Mental Health Taskforce created a student-supported safe-network. Survey data furthermore supports student use of activities designed and organized by the Mental Health Taskforce as well as feedback regarding particular stress areas for which to continue focus. Conclusion: Overall, the work of the LECOM Mental Health Taskforce has been directed toward creating an environment where students can work together to improve the mental health and well-being of themselves and their fellow classmates. With an overall goal of improving the picture of mental health among future physicians, this group of students has created an avenue for improvement within LECOM.


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