Abstract
Background:
Stigma continues to be a barrier to accessing quality care for many patients with mental health conditions and/or substance use disorder (SUD), commonly referred to as addiction. This paper aims to evaluate the impact that undergraduate medical education (UME) has in reducing stigmatizing language use and potentially mitigating this barrier to care.
Methods:
A systematic review conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines identified 2017 articles across 7 databases. Search terms related to stigma surrounding mental health, addiction, and suicide were incorporated into medical education. Blinded, double-reviewed papers meeting the inclusion criteria were further evaluated at full length to obtain information including sample size, variables, and outcomes.
Results:
Three studies met the review’s selection criteria: 1 pretest/posttest case series, 1 survey evaluating language stigma, and 1 qualitative essay review to discover common themes in medical students’ experience with patients with SUD. Statistically significant results included changes in characteristic association, attitudes based on language, and the effects of an educational intervention.
Conclusions:
These results reinforce the importance of language and educational exposure in addressing stigma toward patients with mental health diagnoses. Although the results of all studies indicated some level of stigma associated with patients with a mental health diagnosis, there was limited consensus surrounding methods to reduce it in UME. Additional research on the implementation of medical school-focused mental health awareness programs is needed, preferably using rigorous randomized controlled trial study designs, longitudinal follow-up, and critical appraisal of texts to better understand effective interventions on persistent mental health stigma among medical students.
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Supplementary Material
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