A Mental Health Pandemic? Assessing the Impact of COVID-19 on Young People's Mental Health.

BACKGROUND: Research indicates that young people have been a particularly vulnerable group when it comes to negative mental health outcomes following COVID-19, with some authors warning of a 'mental health pandemic'. MATERIALS AND METHOD: Using a survey approach, this study explored the effects of lockdowns on the mental health of 1995 16-year-olds in Northern Ireland. Respondents completed the 12-item version of the General Health Questionnaire (GHQ-12) along with closed- and open-ended questions about COVID-19. RESULTS: Results from regression analysis showed that being female, identifying as non-heterosexual and perceiving that mental health had worsened during lockdown were the best predictors of poor mental health. In the open responses, young people reported significant concerns about their mental health and their educational outcomes. They also felt that their needs were not given the same priority as those of adults during lockdown. CONCLUSIONS: The results suggest that the COVID-19 lockdowns adversely affected the mental health of many young people in Northern Ireland with the effects most acute for females and those identifying as non-heterosexual. Future research should explore the longer-term impact of the pandemic on the mental health of these vulnerable young people and identify what support mechanisms need to be put in place to mitigate the negative effects of any future crises.

A Patient-Centered Study Examining Self-Identification of Mental Health Challenges Among Female Military Officers.

Due to the expansion of leadership roles in the military for women, female military personnel now face stressors equal to, and yet unique from, their male counterparts. This pilot study surveyed 73 female U.S. Army officers regarding their experiences of leadership and mental wellness within the military. A mixed-methods survey was distributed via 2 private Facebook groups for female Army officers following an anonymized convenience sampling. This anonymous, patient-centered protocol was used to protect against known stigma surrounding disclosing mental health concerns in the military. Respondents were asked a series of questions including perceived mental health status and access to behavioral health services. Most respondents reported feelings of stress related to their roles as officers (86.6%). Self-reported feelings of anxiety (83.6%) and depression (65.7%) were high. In contrast, only 30.1% had ever received a formal diagnosis of anxiety or depression by a mental health professional. Our survey confirmed a large percentage, 65.7% of respondents, reported avoiding mental/behavioral health services. Female military officers are able to recognize their feelings as symptoms of anxiety and depression; however, many take active steps to hide these symptoms from their family members and senior officers and avoid seeking professional care.

The Benefits of Being a "Buddy": Exploring the Medical Student Experience As Mentor to Minority High-School Students.

Purpose: The Aspiring Doctors Precollege Program at Ohio University Heritage College of Osteopathic Medicine serves to introduce underrepresented minority (URM) high-school students to careers in health care as well as introducing URM high-school students to medical student mentors. Each month, medical students and their student mentees connect through a variety of activities on the medical college campus. While the program has significant benefit for the mentees, it also provides professional development opportunities for the medical students as mentors. Many researchers have written on the value of mentored relationships between medical students and established physicians; however, exploring the benefits of medical student mentorship has yet to be discussed in the literature. Objectives: The primary objectives of this study are to understand medical student perceptions of being a mentor and describe the contributions to their medical education. Methods: Semistructured interviews were conducted with student mentors regarding their experiences serving in this program. These interviews were inductively coded for significant ideas, themes, and patterns. Results: A series of 12 research interviews were conducted with medical students who have participated in The Aspiring Doctors program for at least three semesters. Major themes that emerged from the analysis include the following: the importance of guidance in medicine through person-to-person mentoring, and identification of future career aspirations. Summary/Conclusions: Medical student mentors found this program to be a valuable addition to their educational experience. Mentoring URM high-school students offers pre-clinical medical students the opportunity to connect with their community and envision themselves serving as physicians in underresourced communities. Simultaneously, it provides a meaningful way of paying-it-forward during their education. Further studies can be done to track the outcomes of the medical students with respect to their designations stated while participating in this program, the role of mentorship on professional identity development, and possible effects on preventing/mitigating burnout.

Under-represented minority students and identification of obstacles to a career in medicine.

BACKGROUND AND OBJECTIVES: The Aspiring Doctors Precollege Program is an innovative pipeline program designed to introduce under-represented minority (URM) high school students to career in medicine. A total of 52 students have completed this year-long program. This study sought to provide insight into student perceptions of barriers to entry and success in the medical field. METHODS: Each year, students were selected based on a competitive application process. At the end of the program, students were asked to complete a survey evaluating their experiences in this program and their level of interest in medicine. Students were specifically asked to provide rational for their college/career choices and to identify obstacles they perceived as barriers to a career in medicine. RESULTS: Students repeatedly identified competitiveness, duration, and cost of training as major obstacles to a medical career. Although the majority of students intended to pursue medical education, in the post-survey, a small minority (15%) revealed they were no longer interested in medical education. CONCLUSIONS: All participants highlighted competitiveness, duration, and cost of training as obstacles to their future career. While this resulted in a change in career plans for some, other remained committed to careers in medicine. This work illustrates the importance of acknowledging the impact these factors can have on URM students at early stages of the education. In order to increase the diversity of the health care workforce, systemic solutions must be sought to ensure equitable financial access and pre-medical opportunities be afforded to all qualified students.

Self-Efficacy as an Indicator for Success in a Premedical Curriculum for Underrepresented Minority High School Students.

CONTEXT: The Aspiring DOctors PreCollege Program at the Ohio University Heritage College of Osteopathic Medicine Cleveland Campus is unique among other precollege pipeline and mini-medical school programs in that it engages learners from urban underserved communities for an entire academic year as a cocurricular adjunct to their high school course load. One day per month, students are brought to the medical college campus and introduced to the field of osteopathic medicine. Students also participate in activities related to preparing for college admissions, diversity in higher education, mental health and wellness, and financial stewardship. All these activities are done with the goal of increasing the number of underrepresented minority (URM) students in the health care professions. OBJECTIVE: Self-efficacy has been identified as a measure of internal motivation and belief in one's ability to succeed in the face of challenges. The purpose of this study is to determine what effect, if any, participation in this program has on URM student self-efficacy. METHODS: Students were asked to complete a validated self-efficacy questionnaire at the start and end of this program to determine their levels of self-efficacy and if there were changes after participating in this program. RESULTS: Ten of the 12 seniors completed pre- and post-self-efficacy surveys. Two main discoveries were made through this pilot. First, when tested at the beginning of the program, all students had high levels of self-efficacy (mean score, 4.45 of 5). Second, 2 items were specifically increased by a statistically significant amount. The students increased in self-efficacy concerning the responses "I can learn what is being taught in class this year" (P = .024) and "My ability grows with effort" (P = .015). CONCLUSIONS: With the competitive standards of acceptance into the Aspiring DOctors PreCollege Program, students enrolled in this program had high levels of self-efficacy from the onset. While there was modest increase across the board, many of these indicators remained consistently high after the program. Using self-efficacy as a screening tool for premedical students may be helpful in identifying candidates likely to succeed in a future medical career.

Empathy in MedicineCultivating an Empathetic Professional Identity in Osteopathic Medical Students Through Service Learning: A Qualitative Analysis of Reflective Essays.

CONTEXT: The role of professional identity development has been established as a significant element of the "hidden curriculum" in medical education. While most programs do not contain explicit instruction on that topic, service learning initiatives are a popular trend in medical education that offer medical students early clinical experience and an opportunity to develop professional identity. Through intentional reflective practices, service learning can also promote empathy development, a critical component missing from current models. OBJECTIVE: To determine the role of service learning participation on the development of empathy and professional identity among osteopathic medical students. METHODS: Using a grounded theory method, the authors analyzed reflective essays from students who voluntarily participated in a service learning project that provided medical care to patients who are homeless. Essays were completed within 1 week of volunteer experience. RESULTS: The authors collected and analyzed 64 reflective essays from 55 students in this study. A review of the 64 texts yielded 5 coding domains and several subdomains. The codes revealed 4 major themes: (1) incoming attitudes, (2) transformative experiences, (3) empathy development, and (4) professional identity formation. CONCLUSIONS: Structured service learning experiences provide students with an opportunity to develop an empathetic professional identity in the preclinical stage of medical education. This form of volunteer service is a transformative experience that challenges students' incoming perceptions and leads to the development of both empathy and professional identity.

Responding to Racism in the Clinical Setting: A Novel Use of Forum Theatre in Social Medicine Education.

Issues of race have traditionally been addressed in medical school curricula in a didactic manner. However, medical school curricula often lack adequate opportunity for the application of learning material relating to race and culture. When confronted with acts of racism in clinical settings, students are left unprepared to respond appropriately and effectively. Forum Theatre offers a dynamic platform by which participants are empowered to actively engage with and become part of the performance. When used in an educational context, Forum Theatre can be a powerful tool for students to interact with a wide variety of social issues. This paper describes the process by which one medical school designed a workshop in the Forum Theatre style to equip students to respond to racism observed in clinical settings. Based on real student experiences, the Responding to Racism in the Clinical Setting workshop was designed to give students an opportunity to combine cultural humility, communication theory and conflict resolution skills in order to prepare for interactions in clinical stages of medical education. As a result of workshop evaluations, surveys, and written reflections, the authors propose that Forum Theatre is a novel teaching modality for incorporating issues of race and culture into medical curriculum.