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Medical Student Peer Support Overview & Key Points

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Medical Student Peer Support

Overview & Key Points

An overview and key points summary for medical students on how to provide peer support to help mitigate distress about the challenges of medical school.

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Funding: Initial development of this activity was supported by funding from the National Institute on Alcohol Abuse and Alcoholism (Grant #1 R43 AA026474-01).

Training Activity References

Needs and Training Gaps

Authors

Clinical Tools, Inc. requires everyone who is in a position to control the content of an educational activity to disclose all relevant financial relationships with any commercial interest to the provider, which are defined as financial relationships in any amount occurring within the past 12 months that create a conflict of interest. Any conflicts of interest are resolved prior to the delivery of the educational activity to the learner. CTI does not permit individuals with financial conflicts of interest to participate in any stage of activity development.

T Bradley Tanner, MD (President, Clinical Tools, Inc.)
Disclosure: Has disclosed no relevant financial relationships. Dr. Tanner is the owner of Clinical Tools.

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T. Bradley Tanner, MD is president of Clinical Tools and responsible for the vision of the company. He has received funding via grants and contracts from NIDA, NIAAA, NIMH, NCI, AHRQ, CDC, the Dept of Defense, and NASA to develop medical and health education projects. Dr. Tanner served as principal investigator on 2 NIDA grants to develop the DATA-2000 qualifying buprenorphine training program and clinical practice tools on BupPractice.com. He also has a strong background in technology and oversees the development and delivery of all Clinical Tools websites. Dr. Tanner is also a board-certified psychiatrist with experience in inpatient, outpatient, and emergency health settings. He currently treats patients and educates medical students and residents via his role as a Clinical Associate Professor of Psychiatry at the University of North Carolina at Chapel Hill.

Karen Rossie, DDS, PhD (Research Scientist, Clinical Tools, Inc. )
Disclosure: Has disclosed no relevant financial relationships.

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Karen Rossie, DDS, PhD, directs projects at Clinical Tools. She majored in biology at Cleveland State University and studied dentistry at Case Western Reserve University followed by completing a Masters in pathology at Ohio State University, and later, a PhD in Psychology from the Institute of Transpersonal Psychology. She taught and practiced oral pathology and oral medicine for 15 years at the Ohio State University and the University of Pittsburgh, doing research in autoimmune disease, viral effects in bone marrow transplantation, oral cancer, salivary gland disease, candidiasis, and diabetes. She has used this diverse background to lead or contribute to CTI projects related to tobacco cessation, opioid abuse treatment, anxiety, dementia care, alcohol use disorder, screening and brief interventions for substance abuse, obesity, and pain and addiction.

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CTI Content Review: 05-01-20220
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Funding Information Development of this website was funded by grant #2R44AA026474 from the National Institute on Alcohol Abuse and Alcoholism at the National Institutes of Health. The website contents are solely the responsibility of the authors and do not necessarily represent the official views of NIH. No commercial support is received.
Clinical Tools is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

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Training Activity References

Bohman, B., Dyrbye, L, Sinsky, CA, Linzer, M, Olson, K, Babbott, Stewart, Murphy, Mary Lou, deVries, Patty Purpur, Hamidi, M. S., & Trockel, Mickey. (2017, August 7). Physician Well-Being: The Reciprocity of Efficiency, Resilience, Wellness Culture. NEJM Catalyst. https://catalyst.nejm.org/physician-well-being-efficiency-wellness-resilience/

Campbell University. (2020, July 13). Reflections on COVID-19: The Impact on MS-III’s | Blogs | Campbell University [University blog]. Blogs. https://blogs.campbell.edu/reflections-on-covid-19-the-impact-on-ms-iiis/

CHG Healthcare. Survey Report: High anxiety and desire to work driving physicians, PAs and NPs. CHG Healthcare. May 7, 2020.

Chandratre, S. (2020). Medical Students and COVID-19: Challenges and Supportive Strategies. Journal of Medical Education and Curricular Development, 7, 2382120520935059. https://doi.org/10.1177/2382120520935059

Cochran, I. (2020, April 8). AMSA President: COVID-19 Shouldn’t Sideline Med Students. Medscape. http://www.medscape.com/viewarticle/928296

Davenport, L. (2018, March 6). “Alarming” Rate of Burnout in Med Students. Medscape. https://www.medscape.com/viewarticle/893466

Dyrbye, L. N., West, C. P., Satele, D., Boone, S., Tan, L., Sloan, J., & Shanafelt, T. D. (2014). Burnout Among U.S. Medical Students, Residents, and Early Career Physicians Relative to the General U.S. Population. Academic Medicine, 89(3), 443. https://doi.org/10.1097/ACM.0000000000000134

Erschens, R., Keifenheim, K. E., Herrmann-Werner, A., Loda, T., Schwille-Kiuntke, J., Bugaj, T. J., Nikendei, C., Huhn, D., Zipfel, S., & Junne, F. (2018). Professional burnout among medical students: Systematic literature review and meta-analysis. Medical Teacher, 1–12. https://doi.org/10.1080/0142159X.2018.1457213

Everly, G. (2020, June). Psychological First Aid [Online Course]. Coursera. https://www.coursera.org/learn/psychological-first-aid

Frajerman, A., Morvan, Y., Krebs, M.-O., Gorwood, P., & Chaumette, B. (2019). Burnout in medical students before residency: A systematic review and meta-analysis. European Psychiatry: The Journal of the Association of European Psychiatrists, 55, 36–42. https://doi.org/10.1016/j.eurpsy.2018.08.006

Komer, L. (2020). COVID-19 amongst the Pandemic of Medical Student Mental Health. International Journal of Medical Students, 8(1), 56–57. https://doi.org/10.5195/ijms.2020.501

Mata, D. A., Ramos, M. A., Bansal, N., Khan, R., Guille, C., Di Angelantonio, E., & Sen, S. (2015). Prevalence of Depression and Depressive Symptoms Among Resident Physicians: A Systematic Review and Meta-analysis. JAMA, 314(22), 2373. https://doi.org/10.1001/jama.2015.15845

National Cancer Institute. (2006). Body & Soul. Peer Counselor Training. NCI. https://rtips.cancer.gov/rtips/uploads/RTIPS/WHE/DoHHS/NIH/NCI/DCCPS/5688.pdf;jsessionid=85579CC51E8FEC2A46B87DE93D61A818

NIMH. (2019, February). Major Depression. National Institute of Mental Health. https://www.nimh.nih.gov/health/statistics/major-depression.shtml

Rotenstein, L. S., Ramos, M. A., Torre, M., Segal, J. B., Peluso, M. J., Guille, C., Sen, S., & Mata, D. A. (2016). Prevalence of Depression, Depressive Symptoms, and Suicidal Ideation Among Medical Students: A Systematic Review and Meta-Analysis. JAMA, 316(21), 2214–2236. https://doi.org/10.1001/jama.2016.17324

Tian-Ci Quek, T., Wai-San Tam, W., X. Tran, B., Zhang, M., Zhang, Z., Su-Hui Ho, C., & Chun-Man Ho, R. (2019). The Global Prevalence of Anxiety Among Medical Students: A Meta-Analysis. International Journal of Environmental Research and Public Health, 16(15). https://doi.org/10.3390/ijerph16152735

Wurm, W., Vogel, K., Holl, A., Ebner, C., Bayer, D., Mörkl, S., Szilagyi, I.-S., Hotter, E., Kapfhammer, H.-P., & Hofmann, P. (2016). Depression-Burnout Overlap in Physicians. PLoS ONE, 11(3). https://doi.org/10.1371/journal.pone.0149913

Needs and Training Gaps

Even before the pandemic, physicians in training were already experiencing fairly high rates of depression (Mata et al., 2015; Rotenstein et al., 2016), anxiety (Tian-Ci Quek et al., 2019), and burnout (Davenport, 2018; Erschens et al., 2018; Frajerman et al., 2019). The COVID-19 pandemic has expanded the risk of medical student burnout by adding stress (Chandratre, 2020; Komer, 2020).

Discussing stresses with peers having similar experiences can help mitigate the associated effects (Shapiro & Galowitz, 2016). Skills needed include the ability to listen well and show compassion and empathy (Patel et al., 2019; Shapiro & Galowitz, 2016). Research evidence supports that these skills can be taught and has clarified which skills are most effective (Patel et al., 2019). This training focuses on teaching those skills.