Group interventions to promote mental health in health professional education: a systematic review and meta-analysis of randomised controlled trials.
Study Goal
The researchers aimed to evaluate the effectiveness of mindfulness interventions in improving mental health outcomes (stress, anxiety, depression, burnout) among health professional students.
Results Summary
Mindfulness strategies reduced stress (-0.60; -0.97 to -0.22) but showed no significant effects on anxiety, depression, or burnout. The study noted generally poor methodological quality across included trials.
Population
Undergraduate and postgraduate health professional students
Effective Dosage
Not specified
Duration
Short-term (exact duration not specified)
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
Cognitive-behavioural interventions | decrease | anxiety | health professional students | -0.26; -0.5 to -0.02 | reduced | #1 |
Cognitive-behavioural interventions | decrease | depression | health professional students | -0.29; -0.52 to -0.05 | reduced | #2 |
Cognitive-behavioural interventions | decrease | stress | health professional students | 0.37; -0.61 to -0.13 | reduced | #3 |
Mindfulness strategies | decrease | stress | health professional students | -0.60; -0.97 to -0.22 | reduced | #4 |
Mindfulness strategies | no change | anxiety | health professional students | 95% CI -0.21 to 0.18 | did not reduce | #5 |
Mindfulness strategies | no change | depression | health professional students | 95% CI -0.36 to 0.03 | did not reduce | #6 |
Mindfulness strategies | no change | burnout | health professional students | 95% CI -0.36 to 0.10 | did not reduce | #7 |
Relaxation strategies | decrease | anxiety | health professional students | SMD -0.80; 95% CI -1.03 to -0.58 | reduced | #8 |
Relaxation strategies | decrease | depression | health professional students | -0.49; -0.88 to -0.11 | reduced | #9 |
Relaxation strategies | decrease | stress | health professional students | -0.34; -0.67 to -0.01 | reduced | #10 |
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.