Addressing Anxiety, Perfectionism, and Coping in Healthcare Students: A Call for Integrated Mental Health Interventions

Abstract

This commentary calls for integrated mental health interventions to address anxiety, perfectionism, and coping mechanisms among Doctor of Physical Therapy (DPT) students and other healthcare programs. Healthcare programs, with their rigorous academic and clinical demands, often leave students facing significant psychological stress, which can impact their learning and future professional performance. The primary study discussed illustrates that anxiety, particularly influenced by perfectionism and coping styles, is prevalent in these students, indicating a need for comprehensive mental health support within the curriculum. The commentary expands upon traditional approaches by suggesting the incorporation of proven mental health initiatives such as cognitive-behavioral therapy (CBT) and mindfulness programs within healthcare education. These initiatives are vital for managing stress and preventing burnout, which is particularly prevalent in high-pressure environments like healthcare education. By integrating such mental health strategies, educational institutions can foster a more supportive learning environment that not only addresses immediate student needs but also enhances overall educational outcomes. Moreover, it advocates for a holistic educational practice that goes beyond typical academic goals to include mental well-being. It proposes practical steps for embedding mental healthcare into health professions' curricula, thus preparing students not only academically but also psychologically for the demands of healthcare professions. This proactive approach in educational settings can significantly mitigate the psychological burdens faced by healthcare students, enhancing their academic performance, clinical competencies, and overall well-being.