Mental illness Mental and Behavioural Disorders
Conditions
Interventions
Participants are randomised to one of two groups through stratified random allocation (in blocks of four) to ensure equivalent numbers of male and female participants in each group. The researcher res
listen non-judgementally
give support and information
encourage the person to seek appropriate professional help
and encourage other support strategies). Content is delivered through text, images, audio, videos and interactive activities, and completed at the user’s own pace over approximately 6-8 hours. Partici
Sponsors
The University of Nottingham
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Medical students (undergraduate or graduate entry medicine) studying at the University of Nottingham 2. Aged 18 years and over 3. In their first, second or third year of study 4. Have regular access to the internet and to a laptop/computer
Exclusion criteria
Exclusion criteria: 1. Students not studying medicine at the University of Nottingham 2. Aged 17 years or under 3. Medical students in their 4th, 5th or beyond 5th year of study 4. No access to internet and laptop/computer
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Administered at baseline (pre-randomisation) and six-weeks post-randomisation/baseline: 1. Mental health first aid intentions: Participants are quasi-randomised (by month of birth) to read a text vignette describing a 21 year-old male university student (‘Mark’) experiencing symptoms of DSM-IV criteria for either depression or social anxiety/phobia. To assess mental health first aid intentions towards the vignette, participants answered an open-ended question: ‘Imagine Mark is someone you have known for a long time and care about. You want to help him. What would you do?". Participants’ qualitative responses are coded using a scoring scheme based on the MHFA action plan. Responses are coded for each ‘ALGEE’ component mentioned in the response (i.e. approach the person; assess and assist with any crisis; listen non-judgementally; give support and information; encourage appropriate professional help; and encourage other support). A score of ‘0’ indicates the component was not mentioned; ‘1’ is a helpful but superficial response; and ‘2’ is a good response with relevant specific detail. Scores from each component were summed to produce a total intentions score ranging from 0 to 12. Higher scores indicated better quality mental health first aid intentions. 2. Confidence to help a friend experiencing a mental health problem is assessed on a four-point Likert scale, ranging from “not confident at all” to “very confident”, or could select a “don’t know” option 3. Stigma towards mental illness is assessed using The personal stigma sub-scale of the Depression Stigma Scale (DSS), adapted for young people | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Mental health: Participants’ current level of psychological distress is measured using the Depression Anxiety and Stress Scale, 21-item version (DASS-21) at baseline and six weeks 2. Recognition of a mental health problem: In response to viewing the vignette (see under 'Mental health first aid intentions' in Primary Outcome Measures), participants are asked to identify the main problem depicted in the vignette with an open-ended question: ‘What, if anything, would you say is Mark’s main problem?’ at baseline and six weeks 3. Actual mental health first aid actions taken: Participants self-reported how many times (“never”, “once”, “a few times”, “many times” they had spoken with a close other (e.g. friend, relative) about their mental health problem in the past six months (at baseline) and past six weeks (at follow-up). Participants are asked to indicate what actions they had taken through selecting from a list of nine actions presented on a checklist, which included a free-text box to enter additional actions. 4. Mental health knowledge is assessed using 20 true or false questions based on content within the MHFA eLearning course at baseline and six weeks 5. Feedback about participation and the MHFA eLearning course: Motivations for participating in the study are assessed using a multiple choice checklist of seven possible reasons for participation, alongside a free-text box for additional comments (intervention group participants also completed a series of rating scales and open-ended questions to gather their opinions about the MHFA eLearning course) at six weeks | — |
Countries
United Kingdom
Contacts
Public ContactE Bethan Davies
Outcome results
None listed