Stephanie Neary1,2,3,4,5,6, Mary Ruggeri1,2,3,4,5,6, Christopher Roman1,2,3,4,5,6, Renée Kamauf1,2,3,4,5,6, Julie Chilton1,2,3,4,5,6, Andrés Martin1,2,3,4,5,6. 1. Stephanie Neary, MPA, MMS, PA-C, is an assistant adjunct professor and director of didactic education for the Physician Assistant Online Program at the Yale School of Medicine in New Haven, Connecticut. 2. Mary Ruggeri, MEd, MMS, PA-C, is the clinical site coordinator for the Physician Assistant Online Program at the Yale School of Medicine in New Haven, Connecticut. 3. Christopher Roman, DMS, MA, PA-C, is an associate professor for the Physician Assistant Program at Butler University in Indianapolis, Indiana. 4. Renée Kamauf, EdD, is the director of admissions and marketing and registrar for the Physician Assistant Online Program at the Yale School of Medicine in New Haven, Connecticut. 5. Julie Chilton, MD, is an assistant clinical professor in the Child Study Center at the Yale School of Medicine in New Haven, Connecticut. 6. Andrés Martin, MD, MPH, is a professor, the director of the Children's Psychiatric Inpatient Service, and director of medical studies, Yale Child Studies Center, at the Yale School of Medicine in New Haven, Connecticut.
Abstract
PURPOSE: We tested the hypothesis that physician assistant (PA) students can benefit from exposure to senior PAs who share their living experiences with mental illness. METHODS: First-year students from 5 PA programs were asked to participate in this mixed methods study. After completing a pre-activity survey, students from 3 programs participated in an intervention consisting of senior PA faculty sharing their mental health experiences, including treatment and recovery. A facilitated discussion followed, and students not exposed to the intervention served as controls. The qualitative component of the study was based on transcripts from 3 focus groups of students in the exposed group. RESULTS: We recruited 167 students from 5 PA training programs, 112 of whom (67%) completed baseline and endpoint assessments (37 in the exposed group, 75 in the control). The intervention resulted in significant improvements on the Opening Minds to Stigma (OMS-HC, p = 0.002, Cohen's d = 0.38) and Self-Stigma of Seeking Help (SSOSH, p = 0.006, d = 0.31) scales. Change in the OMS-HC was driven by its social distance (p = 0.003) and disclosure (p = 0.02) subscales. No comparable changes were found in the control group. We identified 3 overarching themes: 1) active elements of the intervention; 2) mutuality; and 3) peer relationships. CONCLUSIONS: Senior PAs sharing their lived experiences with mental illness proved to be an effective anti-stigma intervention for PA students. A candid, intimate, and confidential virtual learning space was feasible through synchronized videoconferencing. Our findings can inform programmatic interventions to address stigma, self-stigma, help-seeking behaviors, and the overall mental health of PA students.
PURPOSE: We tested the hypothesis that physician assistant (PA) students can benefit from exposure to senior PAs who share their living experiences with mental illness. METHODS: First-year students from 5 PA programs were asked to participate in this mixed methods study. After completing a pre-activity survey, students from 3 programs participated in an intervention consisting of senior PA faculty sharing their mental health experiences, including treatment and recovery. A facilitated discussion followed, and students not exposed to the intervention served as controls. The qualitative component of the study was based on transcripts from 3 focus groups of students in the exposed group. RESULTS: We recruited 167 students from 5 PA training programs, 112 of whom (67%) completed baseline and endpoint assessments (37 in the exposed group, 75 in the control). The intervention resulted in significant improvements on the Opening Minds to Stigma (OMS-HC, p = 0.002, Cohen's d = 0.38) and Self-Stigma of Seeking Help (SSOSH, p = 0.006, d = 0.31) scales. Change in the OMS-HC was driven by its social distance (p = 0.003) and disclosure (p = 0.02) subscales. No comparable changes were found in the control group. We identified 3 overarching themes: 1) active elements of the intervention; 2) mutuality; and 3) peer relationships. CONCLUSIONS: Senior PAs sharing their lived experiences with mental illness proved to be an effective anti-stigma intervention for PA students. A candid, intimate, and confidential virtual learning space was feasible through synchronized videoconferencing. Our findings can inform programmatic interventions to address stigma, self-stigma, help-seeking behaviors, and the overall mental health of PA students.