دورية أكاديمية
Group Interventions to Promote Mental Health in Health Professional Education: A Systematic Review and Meta-Analysis of Randomised Controlled Trials
العنوان: | Group Interventions to Promote Mental Health in Health Professional Education: A Systematic Review and Meta-Analysis of Randomised Controlled Trials |
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اللغة: | English |
المؤلفون: | Lo, Kristin, Waterland, Jamie, Todd, Paula, Gupta, Tanvi, Bearman, Margaret, Hassed, Craig, Keating, Jennifer L. |
المصدر: | Advances in Health Sciences Education. May 2018 23(2):413-447. |
الإتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Peer Reviewed: | Y |
Page Count: | 35 |
تاريخ النشر: | 2018 |
نوع الوثيقة: | Journal Articles Reports - Research Information Analyses |
Education Level: | Higher Education |
Descriptors: | Allied Health Occupations Education, Mental Health, Intervention, Randomized Controlled Trials, College Students, Curriculum, Metacognition, Anxiety, Depression (Psychology), Stress Variables, Burnout, Meta Analysis, Comparative Analysis, Psychoeducational Methods, Cognitive Restructuring, Behavior Modification, Nontraditional Education, Relaxation Training, Stress Management, Program Effectiveness, Literature Reviews |
DOI: | 10.1007/s10459-017-9770-5 |
تدمد: | 1382-4996 |
مستخلص: | Effects of interventions for improving mental health of health professional students has not been established. This review analysed interventions to support mental health of health professional students and their effects. The full holdings of Medline, PsycINFO, EBM Reviews, Cinahl Plus, ERIC and EMBASE were searched until 15th April 2016. Inclusion criteria were randomised controlled trials of undergraduate and post graduate health professional students, group interventions to support mental health compared to alternative education, usual curriculum or no intervention; and post-intervention measurements for intervention and control participants of mindfulness, anxiety, depression, stress/distress or burnout. Studies were limited to English and short term effects. Studies were appraised using the PEDro scale. Data were synthesised using meta-analysis. Four comparisons were identified: psychoeducation or cognitive-behavioural interventions compared to alternative education, and mindfulness or relaxation compared to control conditions. Cognitive-behavioural interventions reduced anxiety (-0.26; -0.5 to -0.02), depression (-0.29; -0.52 to -0.05) and stress (0.37; -0.61 to -0.13). Mindfulness strategies reduced stress (-0.60; -0.97 to -0.22) but not anxiety (95% CI -0.21 to 0.18), depression (95% CI -0.36 to 0.03) or burnout (95% CI -0.36 to 0.10). Relaxation strategies reduced anxiety (SMD -0.80; 95% CI -1.03 to -0.58), depression (-0.49; -0.88 to -0.11) and stress (-0.34; -0.67 to -0.01). Method quality was generally poor. Evidence suggests that cognitive-behavioural, relaxation and mindfulness interventions may support health professional student mental health. Further high quality research is warranted. |
Abstractor: | As Provided |
Number of References: | 62 |
Entry Date: | 2018 |
رقم الأكسشن: | EJ1174840 |
قاعدة البيانات: | ERIC |
تدمد: | 1382-4996 |
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DOI: | 10.1007/s10459-017-9770-5 |