26gma232 10.3205/26gma232 urn:nbn:de:0183-26gma2328 Meeting Abstract Sielhorst Sielhorst Jutta J

University of Veterinary Medicine Hannover, Centre for Teaching, Hannover, Germany

author Schaper Schaper Elisabeth E

University of Veterinary Medicine Hannover, Centre for Teaching, Hannover, 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 232 Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA) SYM-86 Mental Health in Medical Students: Challenges, Transitions, and Support Dresden 20260917 20260919 SYM-8603 TextBackground/objective: Personal and study-related challenges affect students’ mental health and academic performance, particularly during the transition into higher education and at the entry into professional practice. Therefore, it is recommended to implement sustainable support systems to promote mental well-being and resilience in higher education institutions . At the University of Veterinary Medicine Hannover, measures have already been established, including the elective course “Learning How to Learn” and a psychological counselling service. One aim of the project VETCURR, funded by “Stiftung Innovation in der Hochschullehre”, is to strengthen students’ mental health and resilience throughout the entire veterinary curriculum – from the introductory phase to the entry into professional practice. The concept integrates resilience training, mentoring, peer tutoring, coaching, and workplace learning approaches.Project description/methods: At the outset of the project, students’ support needs are assessed using existing evaluation data and a comprehensive online needs analysis. This includes the assessment of mental health and resilience using established psychological measurement instruments. Based on the results, existing support structures are optimised and new elective courses, mentoring, and coaching formats for students with specific needs are developed and piloted in small groups.A resilience training program is piloted as an elective course for students in the study entry phase. Using an interactive and trust-based format, students’ individual stressors and personal drivers are explored, and the seven core resilience factors are taught through theoretical input and practical exercises. Group coaching as well as individual coaching/mentoring sessions complement the program.Another key component focuses on preparing students for professional practice. Therefore, a further elective course addresses both veterinary and personal competencies, including resilience, mindset, self-management, client communication, and dealing with uncertainty and errors in workplace learning. The underlying social blended learning approach combines on-site workshops, interactive live online seminars (clinical case discussions), field trips, self-organised learning, and individual coaching and mentoring.Furthermore, the onboarding program will be optimised through targeted training of student mentors and tutors. In addition, group and individual coaching sessions as well as online courses addressing topics identified in the needs analysis (e.g. resilience, exam anxiety, regenerative stress competence) will be developed.If the evaluation demonstrates the effectiveness of this comprehensive concept, the measures will be sustainably integrated as a long-term model for promoting student mental health and resilience.Take-home message: A concept including resilience training, mentoring, tutoring, coaching, and workplace learning throughout university life is recommended to support students’ mental health. Bookbinder LC Integrating resources for well-being in veterinary students and graduates: contextualizing contemporary literature 2025 Am J Vet Res ajvr.25.02 Bookbinder LC. Integrating resources for well-being in veterinary students and graduates: contextualizing contemporary literature. Am J Vet Res. 2025;86(5):ajvr.25.02.0037. DOI: 10.2460/ajvr.25.02.0037 https://doi.org/10.2460/ajvr.25.02.0037 Zintl J Tipold A Kleinsorgen C Richter R Schaper E Lernen lernen: ein Online-Kurs zur Entwicklung von Selbstregulationskompetenzen für Studierende der Studieneingangsphase 2024 Sonderheft Neue Wege in der veterinärmedizinischen Didaktik 6-13 Zintl J, Tipold A, Kleinsorgen C, Richter R, Schaper E. Lernen lernen: ein Online-Kurs zur Entwicklung von Selbstregulationskompetenzen für Studierende der Studieneingangsphase. In: Bahramsontani M, Ehlers J, Kleinsorgen C, editors. Sonderheft Neue Wege in der veterinärmedizinischen Didaktik. Gießen: Verlag der DVG Service GmbH; 2024. p.6-13. Zugänglich unter/available from: https://www.dvg.de/wp-content/uploads/2024/06/24-06-13-Sonderheft-Didaktik_compressed.pdf https://www.dvg.de/wp-content/uploads/2024/06/24-06-13-Sonderheft-Didaktik_compressed.pdf 0 0 0 0