Frontiers in psychiatry · 2026
Student-led implementation of Mental Health First Aid training in undergraduate medical education.
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Mccormack Zoe, Yousif Khawla, Abramova Elizaveta, Arora Sourav, Prabnoor Johal, Keating Dolores, Strawbridge Judith
Аннотация
BACKGROUND: Mental health literacy (MHL) is increasingly recognised as a core competency for medical students, yet medical curricula often lack structured teaching on how to recognise and respond to mental health challenges.
AIM: This study was a student-led exploratory study of medical students' views on the content and delivery of MHFA training, and gathered their suggestions for how MHFA might fit into medical education.
METHODS: Using a student partnership design MHFA training was delivered to medical students at the RCSI University of Medicine and Health Sciences (RCSI) across three cohorts between 2023 and 2025. Three post-training focus groups were conducted with 23 participants. Data were analysed using thematic analysis.
RESULTS: Students were highly receptive to the value of MHFA training and viewed mental health skills as essential to their future clinical practice. Three key themes emerged: (1) Mental health literacy as a core competency - students perceived MHFA as filling a crucial curricular gap; (2) MHFA provides a pedagogy of safety and authenticity- the interactive, supportive learning environment encouraged open discussion and reflection; and (3) Optimising MHFA for medical students - participants suggested inclusion of topics such as eating disorders needed to be addressed within mental health education.
DISCUSSION: MHFA training was perceived as relevant, engaging, and valuable by medical students. Participants described MHFA as supporting their confidence in discussing mental health and increasing awareness of wellbeing-related issues. Findings suggest that embedding MHFA within medical education allow students to consider their own mental health literacy, discuss mental health topics with peers, and inquire into their own self-care practices.
AIM: This study was a student-led exploratory study of medical students' views on the content and delivery of MHFA training, and gathered their suggestions for how MHFA might fit into medical education.
METHODS: Using a student partnership design MHFA training was delivered to medical students at the RCSI University of Medicine and Health Sciences (RCSI) across three cohorts between 2023 and 2025. Three post-training focus groups were conducted with 23 participants. Data were analysed using thematic analysis.
RESULTS: Students were highly receptive to the value of MHFA training and viewed mental health skills as essential to their future clinical practice. Three key themes emerged: (1) Mental health literacy as a core competency - students perceived MHFA as filling a crucial curricular gap; (2) MHFA provides a pedagogy of safety and authenticity- the interactive, supportive learning environment encouraged open discussion and reflection; and (3) Optimising MHFA for medical students - participants suggested inclusion of topics such as eating disorders needed to be addressed within mental health education.
DISCUSSION: MHFA training was perceived as relevant, engaging, and valuable by medical students. Participants described MHFA as supporting their confidence in discussing mental health and increasing awareness of wellbeing-related issues. Findings suggest that embedding MHFA within medical education allow students to consider their own mental health literacy, discuss mental health topics with peers, and inquire into their own self-care practices.