J Med Educ Curric Dev. 2024 Nov 3;11:23821205241283751. doi: 10.1177/23821205241283751. eCollection 2024 Jan-Dec.
ABSTRACT
OBJECTIVE: Stigma surrounding mental health persists as a significant impediment to adequate support and help-seeking behaviors in Slovenia, despite advancements in psychiatric care and education. This study investigates stigma among first-year medical students at the University of Maribor, Slovenia and how the stigma changes after completing a course in mental health literacy.
PARTICIPANTS: Participants were first-year medical students at the University of Maribor in the academic year 2023/2024. A total of 116 students participated in the baseline study, with 66 students participating in the follow-up study.
STUDY METHOD: The intervention involved implementing the “Transitions” program, aimed at enhancing mental health literacy and reducing stigma. We conducted a baseline study and a follow-up study, then used Wilcoxon signed rank test for repeated measures to compare the differences in ranks before and after implementation of the program.
FINDINGS: There was a significant reduction in stigma after intervention (Wilcoxon Z = -3.06, P < .01), suggesting a positive impact of the educational program. This reduction aligns with findings from similar programs globally, suggesting the efficacy of educational interventions in mitigating mental health stigma.
CONCLUSIONS: The study emphasizes the importance of integrating mental health education into medical curricula to foster stigma reduction and enhance mental health literacy among future medical doctors.
PMID:39497904 | PMC:PMC11533269 | DOI:10.1177/23821205241283751
