Abstract
Medical students consistently report higher levels of psychological distress than the general population, and emotional regulating skills learnt during their time of study underpin future psychological self-management. There are few self-help, mental health resources designed specifically to assist this group, and it remains unclear what format of resource is desired or acceptable for medical students. Therefore, this study sought to understand what medical students want in self-help mental health resources.
Thirty-four Otago Medical School students in their 2nd, 3rd, or Honours research year were recruited via student association social media pages and posters in common areas to participate in focus group discussions where they were asked questions regarding their preferences around format, perceived benefits, and interactions with self-help mental health resources. Data were recorded and transcribed before thematic analysis was performed to identify dominant themes.
Thirty-four medical students were recruited, participating in six focus groups which lasted between 32 and 40 minutes (mean = 34 minutes). Themes emerged around format, value, and engagement. Formats included passively used resources like podcasts, actively used like reflective journals and social group-based resources to strengthen communities. Value can be added through the inclusion of creative activities encouraging emotional processing and addressing specific issues such as exam stress and issues with clinical learning. Participants suggested resources should engage with stakeholders through trusted student bodies and improve engagement through the gamification of mental health.
Medical students have an assortment of personal preferences around self-help mental health resources, suggesting that to effectively teach psychological self-management a range of resources designed for various sub-populations is required. Areas of format, value and engagement style provide focal points for developers to consider during resource development. By incorporating these findings into the development of well-being resources and support systems, universities may help ensure adequate help is available for this at-risk population.