|
KMID : 1034020220240030180
|
|
Korean Medical Education Review
2022 Volume.24 No. 3 p.180 ~ p.192
|
|
|
A Comprehensive Framework and Approaches for Enhancing Mental Health in Medical Students
|
|
Kim Min-Kyeong
Kim Hae-Won
|
|
|
Abstract
|
|
|
|
Research suggests that medical students frequently experience mental health problems such as stress, burnout, and depression, which may, in turn, affect suicidal ideation and behaviors. Since mental health problems profoundly impact academic achievement and professionalism, it is vital to understand factors influencing students’ mental health and identify strategies to provide the necessary support. Some relevant influencing factors range from the personal level, including gender, personality traits, perfectionism, and social support, to the environmental level, including the grading system, educational phases, exposure to patients’ death, mistreatment, and culture of medicine. In this regard, a comprehensive mental health support system that encompasses environmental interventions, as well as personal-level support, is needed. Simultaneously, proactive approaches that address the improvement of self-care and alleviation of systemic burdens are essential, together with the predominant reactive approaches focusing on problems and deficits. Altogether, we proposed a framework for enhancing mental health constructed by four categories (personal-reactive, environmental-reactive, personal-proactive, environmental-proactive) based on the intervention level and goal of support. All four categories have important implications, and one cannot replace the other, but expanding environmental-proactive support will allow more students to learn how to pursue health independently. We expect that this comprehensive framework for enhancing mental health could expand support systems for medical students’ personal and professional development.
|
|
|
KEYWORD
|
|
|
Medical student, Mental health, Proactive support
|
|
|
FullTexts / Linksout information
|
|
|
|
|
|
Listed journal information
|
|
 
|
|