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Mental health literacy is not enough: gaps between knowledge and help-seeking among medical students

MENTAL HEALTH LITERACY IS NOT ENOUGH: GAPS BETWEEN KNOWLEDGE AND HELP-SEEKING AMONG MEDICAL STUDENTS

Mental health literacy strongly predicts positive attitudes toward professional help but is not associated with actual help-seeking behavior.

The study aimed to examine the relationship between mental health literacy (MHL) and help-seeking behavior among medical students and to identify the determinants of the gap between the two. This cross-sectional study, conducted in 2024, included 284 medical students in the clinical and preclinical phases of training at Tehran University of Medical Sciences. Participants completed the Mental Health Literacy Scale (MHLS, 6 subscales), the Attitudes Toward Seeking Professional Psychological Help Scale–Short Form (ATSPPH-SF), and the General Help-Seeking Questionnaire (GHSQ). Analyses were performed using SPSS, with Pearson correlations and stepwise multiple regression. The mean MHL score was 111.0 out of 160, and the overall tendency to seek help was moderate. While higher literacy was strongly associated with positive attitudes toward professional help (ATSPPH, r=0.554, p<0.001), no association was found with behavioral help-seeking (GHSQ, r=0.003, not significant). The highest domain-specific correlations were found for attitudes toward professional help (0.57), knowledge of self-help (0.37), and information sources (0.34), with the poster reporting p<0.01 for all these coefficients. In the stepwise regression, the model had an adjusted R squared of 0.122, F=10.691, p<0.001 (N=284). Significant predictors were being in the clinical phase of training (beta=0.201, p=0.001), a family psychiatric history (beta=0.151, p=0.015), a personal psychiatric history (beta=0.148, p=0.019), and being married (beta=-0.148, p=0.009). According to the authors, there is a critical gap between knowledge and behavior. Interventions therefore need to go beyond improving literacy to address stigma, attitudinal barriers, and behavioral skills, while offering earlier support to preclinical students and those without personal or family experience of mental illness.

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