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Effectiveness of contact-based education for reducing mental illness-related stigma in pharmacy students
Open accessAbstract
BACKGROUND: A strategy for reducing mental illness-related stigma in health-profession students is to include contact-based sessions in their educational curricula. In such sessions students are able to interact socially with a person that has a mental illness. We sought to evaluate the effectiveness of this strategy in a multi-centre study of pharmacy students. METHODS: The study was a randomized controlled trial conducted at three sites. Because it was necessary that all students receive the contact-based sessions, the students were randomized either to an early or late intervention, with the late intervention group not having participated in the contact-based education at the time when the primary outcome was assessed. The primary outcome, stigma, was assessed using an attitudes scale called the Opening Minds Survey for Health Care Providers (OMS-HC). RESULTS: We initially confirmed that outcomes were homogeneous across study centres, centre by group interaction, p = 0.76. The results were pooled across the three study centres. A significant reduction in stigma was observed in association with the contact-based sessions (mean change 4.3 versus 1.5, t=2.1, p=0.04). The effect size (Cohen's d) was 0.45. A similar reduction was seen in the control group when they later received the intervention. CONCLUSIONS: Contact-based education is an effective method of reducing stigma during pharmacy education. These results add to a growing literature confirming the effectiveness of contact-based strategies for stigma reduction in health profession trainees.
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“It has been demonstrated that direct contact with people with mental illnesses and educational initiatives are essential and effective interventions to reduce stigma [8,9].”
From Innovative Technology–Based Interventions to Reduce Stigma Toward People With Mental Illness: Systematic Review and Meta-analysis (2022) · cites this paper as [8]
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Metadata
- Authors
- Patten, S. B., Remillard, A., Phillips, L., Modgill, G., Szeto, A. C., Kassam, A., & Gardner, D. M.
- Affiliations
- University of Calgary (CA)
- Memorial University of Newfoundland (CA)
- Mental Health Commission of Canada (CA)
- Dalhousie University (CA)
- Corresponding author
- Patten, Scott B
- Venue
- BMC Medical Education
- Published
- 2012-12
- Volume
- 12
- Issue
- 1
- Pages
- 120-120
- ISSN
- 1472-6920 (ISSN-L)
- PMC
- PMC3533989
- OpenAlex
- W1996447489
- Cited by
- 164
- References
- 31
- Citations by year
- 2026: 11 · 2025: 5 · 2024: 8 · 2023: 17 · 2022: 16 · 2021: 15 · 2020: 20 · 2019: 14 · 2018: 10 · 2017: 19 · 2016: 9 · 2015: 8 · 2014: 10 · 2013: 2
- FWCI
- 9.62
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- BMC Medical Education (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Mental Health Commission
- Alberta Innovates
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Mental Health Treatment and Access
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Inclusion and Disability in Education and Sport
- Keywords
- mental health stigma, pharmacy students, stigma reduction, health professions education, early versus late intervention, attitudes toward mental illness
- MeSH terms
- Adult, Attitude of Health Personnel, Mental Disorders, Canada, Communication, Curriculum, Education, Pharmacy, Female, Humans, Male, Patient Education as Topic, Professional-Patient Relations, Psychological Distance, Students, Pharmacy, Trust, Young Adult, Social Stigma
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