Group Interventions to Promote Mental Health in Health Professional Education: A Systematic Review and Meta-Analysis of Randomised Controlled Trials

Autor/inn/en	Lo, Kristin; Waterland, Jamie; Todd, Paula; Gupta, Tanvi; Bearman, Margaret; Hassed, Craig; Keating, Jennifer L.
Titel	Group Interventions to Promote Mental Health in Health Professional Education: A Systematic Review and Meta-Analysis of Randomised Controlled Trials
Quelle	In: Advances in Health Sciences Education, 23 (2018) 2, S.413-447 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-017-9770-5
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Psychohygiene; Collegestudent; Curricula; Lehrplan; Rahmenplan; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Angst; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Meta-analysis; Metaanalyse; Behaviour modification; Verhaltensänderung; Non-traditional education; Alternative Erziehung; Entspannungstraining; Stressmanagement; Stressbewältigung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01