Longitudinal evaluation of the impact of an integrated psychiatry course on medical students as a tool to combat mental health stigma

Erika De Marco; Alessia  Bessi; Mattia Marchi; Gian Maria Galeazzi; Luca Pingani

doi:10.23750/abm.2026.17030

Longitudinal evaluation of the impact of an integrated psychiatry course on medical students as a tool to combat mental health stigma

Authors

Erika De Marco Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy
Alessia Bessi Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy
Mattia Marchi Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy, Dipartimento ad Attività Integrata Salute Mentale e Dipendenze Patologiche, Azienda USL-IRCCS di Reggio Emilia, Reggio Emilia, Italy
Gian Maria Galeazzi Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy, Dipartimento ad Attività Integrata Salute Mentale e Dipendenze Patologiche, Azienda USL-IRCCS di Reggio Emilia, Reggio Emilia, Italy
Luca Pingani Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy, Dipartimento ad Attività Integrata Salute Mentale e Dipendenze Patologiche, Azienda USL-IRCCS di Reggio Emilia, Reggio Emilia, Italy

Keywords:

psychiatry training program; medical students; stigma; anti-stigma activity; discrimination.

Abstract

Background and aim: This study seeks to investigate if the involvement of fifth-year medical school students in the Integrated Course in Psychiatry within the curriculum leads to enhanced understanding of mental health, improved attitudes towards individuals facing mental health distress, and intended behavior and/or contact with those experiencing mental health issues. Additionally, the study aims to identify potential predictors linked to changes over time in the three mentioned variables (knowledge, attitudes, and behaviors).

Methods: All participating students were requested to complete a socio-demographic questionnaire and the Italian versions of three psychometric instruments: Mental Health Knowledge Schedule (MAKS-I), Community Attitudes to Mental Illness (CAMI-I), and the Reported and Intended Behavior Scale (RIBS-I). Each student was assigned a code which was used to match the questionnaires when re-administered at 3 months and 6 months.

Results: The results demonstrated an improvement in attitudes and behaviors towards people with mental distress. However, knowledge regarding mental health has decreased. Furthermore, it emerged that following people on social media who talk about mental health challenges is associated with an increase in attitude over time, while having experienced mental health challenges increases the level of intended behavior and/or contact with individuals experiencing mental health issues.

Conclusions: The results obtained demonstrated that participation in a curricular course in psychiatry cannot be equated with participation in an anti-stigma activity. To hypothesize further improvement in the training activity, it could be useful to involve peer-workers as well, aiming to provide a perspective that is not solely doctor centered.

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