Abstract
Medical students frequently report higher levels of psychological distress than the general population, and emotional regulation skills learnt during their time of study underpin future psychological self-management. There have been few self-help mental health resources designed for this population, and it remains unclear what formats medical students prefer these resources to take on. Therefore, this study sought to understand what medical students want from self-help mental health resources.
Otago Medical School students in their second, third, or Honors research years of study participated in focus groups where questions were posed to them about their preferences about format, perceived benefits, and interactions with self-help mental health resources. The data was recorded, transcribed, and thematically analyzed to identify relevant themes.
Thirty-four participants took part in six focus groups which lasted an average of 34 min each. Themes emerged around format, usefulness, and engagement. Formats included passively used resources like podcasts, actively used like reflective journals and social group-based resources to strengthen communities. Useful resources included novel, targeted approaches that would assist with navigating specific struggles as opposed to previously taught academic content. Recommendations included advertising through trusted student bodies and providing short, gamified resources.
Participants reported a strong preference for brief, visually appealing, and gamified resources. It is recommended that universities provide a diverse collection of these self-help mental health resources tailored specifically to at-risk student populations like medical students to increase their uptake and, in doing so, provide them with more effective mental health support.