Perspectives on mental health services for medical students at a Ugandan medical school.
Perspectives on mental health services for medical students at a Ugandan medical school.
复制标题
DOI：
10.1186/s12909-022-03815-8
复制
发表时间：
2022-10-25
影响因子：
3.6
通讯作者：
Harms, Sheila
中科院分区：
文献类型：
--
作者：
Kihumuro, Raymond Bernard;Kaggwa, Mark Mohan;Nakandi, Rachael Mukisa;Kintu, Timothy Mwanje;Muwanga, David Richard;Muganzi, David Jolly;Atwau, Pius;Ayesiga, Innocent;Acai, Anita;Najjuka, Sarah Maria;Najjuma, Josephine Nambi;Frazier-Koussai, Susan;Ashaba, Scholastic;Harms, Sheila
在大学为医科学生提供心理健康服务仍然是一个挑战，特别是在低收入国家，因为服务供应不足。先前的研究探讨了高收入国家的精神卫生服务的可用性，但对撒哈拉以南非洲国家（如乌干达）的精神卫生服务知之甚少。与其他学生相比，医学生在学习过程中面临心理健康挑战的风险更高。因此，有必要为这类学生提供结构良好的心理健康服务。本研究的目的是探讨乌干达公立大学医学生心理健康服务的前景。这是一项定性研究，其中关键的线人访谈进行了有目的地选择的大学管理人员（n = 4），学生领袖（n = 4），和大学的心理健康员工（n = 3），三组负责在乌干达公立大学医学生的心理健康。访谈录音，转录，并按主题分析，以确定相关的主题。大学行政人员和心理健康提供者的工作经验在8个月至20年之间，而学生领袖在大学学习超过4年。我们确定了五个广泛的主题：（1）医学院的负担：创伤课程，（2）消极的应对机制和指责的问题，（3）服务的承诺：混合的信息，（4）破碎的学生心理健康系统，（5）心理健康服务的障碍。区分由于学习医学的主题而预期的心理困扰和确定那些患有未经治疗的精神疾病的学生是大学的一项重要概念任务。这可以通过为管理人员提供有关心理健康和福祉的教育，为学生提供适当的支持，以及积极主动而不是被动地对待心理健康来实现。还需要重新设计医学课程，通过对创伤如何影响学生的学习和心理健康的教学考虑，改变医学教育文化。在线版本包含补充材料，可通过10.1186/s12909-022-03815-8获得。
University-based mental health services for medical students remain a challenge, particularly in low-income countries, due to poor service availability. Prior studies have explored the availability of mental health services in high-income countries but little is known about mental health services in countries in sub-Saharan Africa, such as Uganda. Medical students are at a higher risk of developing mental health challenges during their course of study as compared with other students. Thus, there is a need for well-structured mental health services for this group of students. The aim of this study was to explore perspectives on mental health services for medical students at a public University in Uganda. This was a qualitative study where key informant interviews were conducted among purposively selected university administrators (n = 4), student leaders (n = 4), and mental health employees of the university (n = 3), three groups responsible for the mental well-being of medical students at a public university in Uganda. Interviews were audio-recorded, transcribed, and thematically analyzed to identify relevant themes. The working experience of university administrators and mental health providers was between eight months to 20 years, while student leaders had studied at the university for over four years. We identified five broad themes: (1) Burden of medical school: A curriculum of trauma, (2) Negative coping mechanisms and the problem of blame, (3) The promise of services: Mixed Messages, (4) A broken mental health system for students, and (5) Barriers to mental health services. Distinguishing between psychological distress that is anticipated because of the subject matter in learning medicine and identifying those students that are suffering from untreated psychiatric disorders is an important conceptual task for universities. This can be done through offering education about mental health and well-being for administrators, giving arm’s length support for students, and a proactive, not reactive, approach to mental health. There is also a need to redesign the medical curriculum to change the medical education culture through pedagogical considerations of how trauma informs the learning and the mental health of students. The online version contains supplementary material available at 10.1186/s12909-022-03815-8.
登录
查看更多内容
影响因子：
1
作者：
Najjuka SM;Checkwech G;Olum R;Ashaba S;Kaggwa MM
通讯作者：
Kaggwa MM
影响因子：
3.6
作者：
Khanna P;Roberts C;Lane AS
通讯作者：
Lane AS
影响因子：
4.4
作者：
Kaggwa MM;Acai A;Rukundo GZ;Harms S;Ashaba S
通讯作者：
Ashaba S
影响因子：
3.6
作者：
Kizito S;Mukunya D;Nakitende J;Nambasa S;Nampogo A;Kalyesubula R;Katamba A;Sewankambo N
通讯作者：
Sewankambo N
影响因子：
4.6
作者：
Kuek, Jonathan Han Loong;Koh, Ghee Kian;Ho, Cyrus Su Hui;Goh, Yong Shian
通讯作者：
Goh, Yong Shian