Evidence map›Paper›PMID 41693483›Full record

ArticleBJPsych open2026

A longitudinal quasi-experimental study of a pedagogical approach to supporting undergraduate well-being and mental health: digital interdisciplinary accredited elective mental health literacy university course.

Anne Duffy, Nathan King, Daniel Rivera, Kurtis Pankow, Simone Cunningham, Elizabeth Tetzlaff, Kristen Kyone, Emily Dephoure, Adeleine Lyon, Lucy Robinson and 2 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BJPsych open, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

12 authors.

Anne DuffyDepartment of Psychiatry, https://ror.org/02y72wh86Queen's University, Kingston, Ontario, Canada.ORCID https://orcid.org/0000-0002-5895-075X
Nathan KingDepartment of Psychiatry, https://ror.org/02y72wh86Queen's University, Kingston, Ontario, Canada.ORCID https://orcid.org/0000-0003-4664-5456
Daniel RiveraCentre for Neuroscience Studies, Queen's University, Kingston, Ontario, Canada.
Kurtis PankowDepartment of Sport and Exercise, Swansea University, Swansea, UK.
Simone CunninghamDepartment of Psychiatry, https://ror.org/02y72wh86Queen's University, Kingston, Ontario, Canada.
Elizabeth TetzlaffDepartment of Psychiatry, https://ror.org/02y72wh86Queen's University, Kingston, Ontario, Canada.
Kristen KyoneLife Sciences Program, Queen's University, Kingston, Ontario, Canada.
Emily DephoureLife Sciences Program, Queen's University, Kingston, Ontario, Canada.
Adeleine LyonCentre for Neuroscience Studies, Queen's University, Kingston, Ontario, Canada.
Lucy RobinsonDepartment of Clinical Psychology, Newcastle University, Newcastle, UK.ORCID https://orcid.org/0000-0001-5838-8384
Edward WatkinsDepartment of Psychology, Exeter University, Exeter, UK.
Charles Keown-StonemanDalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundEntry to higher education coincides with a period of accelerated psychosocial and brain development. Student need for acceptable and accessible well-being and mental health support is straining university resources.

aimsTo evaluate the acceptability and impact of a digital mental health literacy course tailored for undergraduates and delivered as an accredited interdisciplinary elective.

methodAnalyses included pre-post course survey data from enrolled students and longitudinal U-Flourish Well-Being Survey data from a comparison sample of non-course takers over the same period (2021-2024). Linear mixed-effects models examined associations between course participation and 12-week changes in mental health literacy, psychosocial risk factors, well-being and common mental health concerns.

resultsPre-post course survey data (

conclusionsMental health literacy delivered as an accredited undergraduate interdisciplinary course is highly acceptable and associated with improvement in psychological coping and positive effects on student mental health and well-being. Future research should focus on more diverse student samples, underlying mechanisms and sustained effects.

Indexed as

anxietydepressionMental health literacyuniversity student mental healthwell-being

Identifiers

PMID41693483
PMCPMC12926893

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.