26gma230 10.3205/26gma230 urn:nbn:de:0183-26gma2306 Meeting Abstract Steinberg Steinberg Evelyn E

Veterinärmedizinische Universität Wien, Vienna, Austria

author Jensen Jensen Katharina Charlotte KC

Freie Universität Berlin, Institut für Veterinär-Epidemiologie und Biometrie, Berlin, Germany

author German Medical Science GMS Publishing House

Düsseldorf

610 20260904 engl This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). M0655 230 Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) SYM-86 Mental Health in Medical Students: Challenges, Transitions, and Support Dresden 20260917 20260919 SYM-8601 TextBackground/question: In recent years, and particularly since the onset of the SARS-CoV-2 pandemic, student mental health has gained increasing attention as a central component of higher education . Research highlights that well-being and stress are linked to academic success , underscoring the OECD’s assertion that academic achievement at the expense of students’ well-being cannot be considered a full accomplishment . Against this background, this symposium addresses how medical students experience mental health during their studies and how measures to support psychological well-being can be effectively designed and implemented.Discussion topics: The symposium opens with the student perspective on mental health. Experiences from the Mental Health Working Group of the Federal Association of Veterinary Medicine Students in Germany (bvvd e.V.) are presented as well as implications for research and practice.Then the focus is on three transition phases in higher education as these phases are perceived as particularly stressful. First, the entry into higher education and more specifically the mental health of first semester students during exam preparation is discussed. Sara Junginger presents the results of an experience sampling study. Second, the transition from classroom-based learning to workplace learning is in the focus. Evelyn Steinberg presents the results of a person-centered longitudinal analysis of well-being and stress during clinical rotations. Third, entry into professional life is put center-stage. Charlotte Jensen presents survey data on work conditions and mental health of early career professionals.The final two contributions shift the focus towards measures to support student mental health. First, peer support is seen as an effective approach that is easy to access. Iris Warnken reports on the implementation of peer support in medical studies and presents the initial results of two accompanying studies. Second, higher education institutions often need a multi-layered approach in addressing mental health. Jutta Sielhorst concludes the symposium by introducing a comprehensive concept for enhancing student mental health.Overall, the symposium highlights the importance of acknowledging student perspectives and the multifaceted nature of mental health in higher education. By addressing mental health across key educational transitions, it underscores the need for evidence-based and context-sensitive support measures to foster sustainable well-being throughout the academic trajectory and beyond.Take-home messages: Student perspectives are essential for understanding and effectively addressing mental health in higher education.Mental health is multifaceted and requires support across key educational transitions.Evidence-based, context-sensitive interventions are crucial to promote sustainable well-being throughout students’ academic journeys and into their professional lives. Worsley JD Pennington A Corcoran R Supporting mental health and wellbeing of university and college students: A systematic review of review-level evidence of interventions 2022 PLoS One e0266725 Worsley JD, Pennington A, Corcoran R. Supporting mental health and wellbeing of university and college students: A systematic review of review-level evidence of interventions. PLoS One. 2022;17(7):e0266725. DOI: 10.1371/journal.pone.0266725 https://doi.org/10.1371/journal.pone.0266725 Pascoe MC Hetrick SE Parker AG The impact of stress on students in secondary school and higher education 2020 Int J Adolesc Youth 104-112 Pascoe MC, Hetrick SE, Parker AG. The impact of stress on students in secondary school and higher education. Int J Adolesc Youth. 2020;25(1):104-112. DOI: 10.1080/02673843.2019.1596823 https://doi.org/10.1080/02673843.2019.1596823 Borgonovi F Do teacher-student relations affect students’ well-being at school? 2015 PISA focus Borgonovi F. Do teacher-student relations affect students’ well-being at school? PISA focus. 1 April 2015. Zugänglich unter/available from: https://www.oecd.org/en/publications/do-teacher-student-relations-affect-students-well-being-at-school_5js391zxjjf1-en.html https://www.oecd.org/en/publications/do-teacher-student-relations-affect-students-well-being-at-school_5js391zxjjf1-en.html 0 0 0 0