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Hodge L, Bucalo B, Ritz H, Sampson T, Song C, Suh E, Tang J, Varghese S, Warren T, Yeske K. Thirteen years progress: a scoping review of suicide prevention initiatives in post-secondary settings. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2024:1-10. [PMID: 38466319 DOI: 10.1080/07448481.2024.2308259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Accepted: 01/10/2024] [Indexed: 03/12/2024]
Abstract
Objective: Describe the literature on suicide prevention initiatives (SPIs) in post-secondary settings internationally since 2010. Methods: A scoping review and bibliographic search were conducted across MEDLINE, PsycINFO, CINAHL, and Scopus. Two reviewers independently screened articles and extracted data in consultation with a community social work team. Included articles described SPIs in post-secondary settings. Secondary sources and articles unavailable in English were excluded. Results: After identifying 931 citations, 76 articles representing five continents were included. Included articles spanned 2010 to 2023. Most articles represented North America, used quantitative methods, and focused on gatekeepers. SPIs in post-secondary settings were characterized by standardized and commercially available training programs and a wide variety of 'in-house' initiatives unique to campus communities. Conclusions: The quantity of research on SPIs in post-secondary settings has not kept pace with escalating mental health issues and the extent to which suicide is an urgent public health issue for young adults.
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Affiliation(s)
- Lesley Hodge
- University of Alberta, Edmonton, Alberta, Canada
| | - Brianna Bucalo
- Wellness Supports Community Social Work Team, University of Alberta, Edmonton, Alberta, Canada
| | - Heather Ritz
- Wellness Supports Community Social Work Team, University of Alberta, Edmonton, Alberta, Canada
| | - Tiffany Sampson
- Wellness Supports Community Social Work Team, University of Alberta, Edmonton, Alberta, Canada
| | - Claire Song
- University of Alberta, Edmonton, Alberta, Canada
| | - Erin Suh
- University of Alberta, Edmonton, Alberta, Canada
| | | | | | | | - Kyra Yeske
- University of Alberta, Edmonton, Alberta, Canada
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Afsharnejad B, Milbourn B, Hayden-Evans M, Baker-Young E, Black MH, Thompson C, McGarry S, Grobler M, Clifford R, Zimmermann F, Kacic V, Hasking P, Bölte S, Romanos M, Machingura T, Girdler S. The efficacy of the "Talk-to-Me" suicide prevention and mental health education program for tertiary students: a crossover randomised control trial. Eur Child Adolesc Psychiatry 2023; 32:2477-2489. [PMID: 36194311 PMCID: PMC9531217 DOI: 10.1007/s00787-022-02094-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 09/23/2022] [Indexed: 12/02/2022]
Abstract
Despite suicide ideation being one of the most frequently reported health issues impacting tertiary students, there is a paucity of research evaluating the efficacy of preventive interventions aimed at improving mental health outcomes for students studying at two tertiary institutes. The current study evaluated the efficacy of the "Talk-to-Me" Mass Open Online Course (MOOC) in improving tertiary students' abilities to support the mental health of themselves and their peers via a randomised controlled trial design, comparing them to a waitlist control group. Overall, 129 tertiary students (M = 25.22 years, SD = 7.43; 80% female) undertaking a health science or education course at two Western Australian universities were randomly allocated to either "Talk-to-Me" (n = 66) or waitlist control (n = 63) groups. The participants' responses to suicidal statements (primary outcome), knowledge of mental health, generalised self-efficacy, coping skills, and overall utility of the program (secondary outcomes) were collected at three timepoints (baseline 10-weeks and 24-weeks from baseline). Assessment time and group interaction were explored using a random-effects regression model, examining changes in the primary and secondary outcomes. Intention-to-treat analysis (N = 129) at 10-weeks demonstrated a significant improvement in generalised self-efficacy for "Talk-to-Me" compared to the control group (ES = 0.36, p = .04), with only the "Talk-to-Me" participants reporting increased knowledge in responding to suicidal ideation (primary outcome). This change was sustained for 24 weeks. Findings provide preliminary evidence suggesting that the "Talk-to-Me" MOOC can effectively improve tertiary students' mental health and knowledge of how to support themselves and others in distress. ACTRN12619000630112, registered 18-03-2019, anzctr.org.au.
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Affiliation(s)
- Bahareh Afsharnejad
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
| | - Ben Milbourn
- School of Allied Health, Curtin University, Perth, WA, Australia.
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia.
- enAble Institute, Curtin University, Perth, WA, Australia.
| | - Maya Hayden-Evans
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | | | - Melissa H Black
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
| | - Craig Thompson
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Sarah McGarry
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Melissa Grobler
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
| | - Rhonda Clifford
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, WA, Australia
| | - Frank Zimmermann
- School of Allied Health, Curtin University, Perth, WA, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Viktor Kacic
- School of Allied Health, Curtin University, Perth, WA, Australia
- Klinikum Aschaffenburg Hospital for Child and Adolescent Psychiatry and Psychotherapy, Aschaffenburg, Germany
| | - Penelope Hasking
- enAble Institute, Curtin University, Perth, WA, Australia
- School of Population Health, Curtin University, Perth, WA, Australia
| | - Sven Bölte
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
- Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden
| | - Marcel Romanos
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital Würzburg, Würzburg, Germany
| | - Tawanda Machingura
- Faculty of Health Sciences & Medicine, Bond University, Queensland, Australia
| | - Sonya Girdler
- School of Allied Health, Curtin University, Perth, WA, Australia
- Curtin Autism Research Group (CARG), Curtin University, Perth, WA, Australia
- enAble Institute, Curtin University, Perth, WA, Australia
- Faculty of Health and Medical Sciences, The University of Western Australia, Perth, WA, Australia
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Division of Neuropsychiatry, Department of Women's and Children's Health, Karolinska Institutet & Child and Adolescent Psychiatry, Stockholm Health Care Services, Stockholm County Council, Stockholm, Sweden
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Pesesse L, Dozo BO, Quatresooz P, Weatherspoon A, Multon S, Pirotte M, Tonus C, Vandenbosch R, Bonnet P, Verpoorten D, Defaweux V. Designing a Massive Open Online Course (MOOC) in face-to-face sessions. A blended design to teach practical histology. Morphologie 2023; 107:100604. [PMID: 37271663 DOI: 10.1016/j.morpho.2023.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 05/16/2023] [Accepted: 05/22/2023] [Indexed: 06/06/2023]
Abstract
Teaching histology, through virtual microscopy in educational strategies, undeniably moved towards the digitization and distancing of teaching. The setting up of the Massive Open Online Course (MOOC) entitled "Introduction to Histology: exploring the tissues of the human body" made it possible to exploit the potential to share digital resources with a wider audience while being integrated into the teaching on-campus students. This article described the pedagogical choices prevailing during the design of the MOOC and its combination with face-to-face sessions to achieve specific learning outcomes. The pedagogical alignment of learning outcomes described according to their cognitive levels, with online and face-to-face learning activities and evaluation methods has been demonstrated. The impact of such a blended design into an academic program has been ascertained using perception and performance data. Student satisfaction and engagement as well as motivational cues were identified. The level of performance was maintained in the educational strategy implemented and made it possible to achieve the objectives expected by the teachers. The benefits of integrating a MOOC with classroom-based teaching were highlighted, as well as barriers that could hinder the successful implementation.
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Affiliation(s)
- L Pesesse
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - B O Dozo
- CARE Digital Tools for Education, University of Liège, Liège, Belgium
| | - P Quatresooz
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - A Weatherspoon
- Biology didactics research unit, Faculty of Sciences, University of Namur, Namur, Belgium
| | - S Multon
- Department of speech therapy, Faculty of Medicine, University of Lorraine, France
| | - M Pirotte
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - C Tonus
- CARE Digital Tools for Education, University of Liège, Liège, Belgium
| | - R Vandenbosch
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - P Bonnet
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium
| | - D Verpoorten
- Institute of Training and Research in Higher Education, University of Liège, Liège, Belgium
| | - V Defaweux
- Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium.
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Bettiol S, Psereckis R, MacIntyre K. A perspective of massive open online courses (MOOCs) and public health. Front Public Health 2022; 10:1058383. [PMID: 36589952 PMCID: PMC9795246 DOI: 10.3389/fpubh.2022.1058383] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 11/25/2022] [Indexed: 12/15/2022] Open
Abstract
Massive open online courses (MOOCs) have emerged as an innovative educational technology relevant to and affecting higher education, professional development, and lifelong learning. This paper introduces the principles of MOOCs and reviews the development of these platforms over time. We reflect upon the considerable investment by institutions to develop, deliver and promote such courses, particularly in public health. While open to interpretation, the inherent power, influence, and effectiveness of MOOCs is unquestionable. The potential contribution of MOOCs to public health education is immense, with almost universal reach and access. However, apart from research into participant engagement and knowledge, MOOC-related research and evaluation continue to lag with the rapid proliferation of these courses in response to emerging challenges, as seen with the Coronavirus Disease 19 (COVID-19) pandemic. This makes analyzing the contribution of MOOCs to public health education, health promotion and community programs challenging. This perspective article provides a robust rationale for the necessity of MOOCs and their utility in upskilling health professionals and the general public. It builds on current knowledge to comprehensively explore the factors influencing the development, and application of MOOCs.
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Affiliation(s)
- Silvana Bettiol
- Tasmanian School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, TAS, Australia,*Correspondence: Silvana Bettiol
| | - Rhea Psereckis
- Public Health Services, Department of Health, Hobart, TAS, Australia
| | - Kate MacIntyre
- Tasmanian School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, TAS, Australia
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