PMID- 24156397
OWN - NLM
STAT- MEDLINE
DCOM- 20140403
LR  - 20211021
IS  - 1472-6920 (Electronic)
IS  - 1472-6920 (Linking)
VI  - 13
DP  - 2013 Oct 24
TI  - Reducing the stigma of mental illness in undergraduate medical education: a 
      randomized controlled trial.
PG  - 141
LID - 10.1186/1472-6920-13-141 [doi]
AB  - BACKGROUND: The stigma of mental illness among medical students is a prevalent 
      concern that has far reaching negative consequences. Attempts to combat this 
      stigma through educational initiatives have had mixed results. This study 
      examined the impact of a one-time contact-based educational intervention on the 
      stigma of mental illness among medical students and compared this with a 
      multimodal undergraduate psychiatry course at the University of Calgary, Canada 
      that integrates contact-based educational strategies. Attitudes towards mental 
      illness were compared with those towards type 2 diabetes mellitus (T2DM). METHOD: 
      A cluster-randomized trial design was used to evaluate the impact of 
      contact-based educational interventions delivered at two points in time. The 
      impact was assessed by collecting data at 4 time points using the Opening Minds 
      Scale for Health Care Providers (OMS-HC) to assess changes in stigma. RESULTS: 
      Baseline surveys were completed by 62% (n=111) of students before the start of 
      the course and post-intervention ratings were available from 90 of these. Stigma 
      scores for both groups were significantly reduced upon course completion (p < 
      0.0001), but were not significantly changed following the one-time contact based 
      educational intervention in the primary analysis. Student confidence in working 
      with people with a mental illness and interest in a psychiatric career was 
      increased at the end of the course. Stigma towards mental illness remained 
      greater than for T2DM at all time points. CONCLUSIONS: Psychiatric education can 
      decrease the stigma of mental illness and increase student confidence. However, 
      one-time, contact-based educational interventions require further evaluation in 
      this context. The key components are postulated to be contact, knowledge and 
      attention to process, where attending to the student's internal experience of 
      working with people with mental illness is an integral factor in modulating 
      perceptions of mental illness and a psychiatric career.
FAU - Papish, Andriyka
AU  - Papish A
AD  - Department of Psychiatry, College of Medicine - Regina Campus, University of 
      Saskatchewan, 2110 Hamilton St, Regina, SK S4P 2E3, Canada. almpapis@ucalgary.ca.
FAU - Kassam, Aliya
AU  - Kassam A
FAU - Modgill, Geeta
AU  - Modgill G
FAU - Vaz, Gina
AU  - Vaz G
FAU - Zanussi, Lauren
AU  - Zanussi L
FAU - Patten, Scott
AU  - Patten S
LA  - eng
PT  - Journal Article
PT  - Randomized Controlled Trial
PT  - Research Support, Non-U.S. Gov't
DEP - 20131024
PL  - England
TA  - BMC Med Educ
JT  - BMC medical education
JID - 101088679
SB  - IM
MH  - Adolescent
MH  - Adult
MH  - Alberta
MH  - Attitude of Health Personnel
MH  - Curriculum
MH  - Diabetes Mellitus, Type 2/psychology
MH  - Education, Medical, Undergraduate/*methods
MH  - Female
MH  - Humans
MH  - Male
MH  - Mental Disorders/*psychology
MH  - *Stereotyping
MH  - Students, Medical/psychology
MH  - Young Adult
PMC - PMC3828029
EDAT- 2013/10/26 06:00
MHDA- 2014/04/04 06:00
PMCR- 2013/10/24
CRDT- 2013/10/26 06:00
PHST- 2012/12/24 00:00 [received]
PHST- 2013/09/11 00:00 [accepted]
PHST- 2013/10/26 06:00 [entrez]
PHST- 2013/10/26 06:00 [pubmed]
PHST- 2014/04/04 06:00 [medline]
PHST- 2013/10/24 00:00 [pmc-release]
AID - 1472-6920-13-141 [pii]
AID - 10.1186/1472-6920-13-141 [doi]
PST - epublish
SO  - BMC Med Educ. 2013 Oct 24;13:141. doi: 10.1186/1472-6920-13-141.