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Medical Students’ Responses to an Inpatient Suicide: Opportunities for Education and Support

Received September 20, 2006; revised January 20, 2007; accepted March 22, 2007. From the Uniformed Services University of the Health Sciences, Bethesda, Maryland. Address correspondence to Dr. Hamaoka, USUHS, Department of Psychiatry, 4301 Jones Bridge Road, Bethesda, MD 20814; dhamaoka{at}usuhs.mil (e-mail).

OBJECTIVE: The authors review third-year medical students’ questionnaires to identify the perceptions, themes, and recommendations following an inpatient suicide. METHOD: The authors reviewed the needs assessment information collected 1 year after an inpatient suicide. The information, originally gathered through responses to a voluntary e-mail questionnaire, was reviewed for general themes, types of responses, and general recommendations. RESULTS: Nearly all students were sensitive to affected colleagues. Responses suggested general appreciation of offered support. They also related themes of prevention, personal education, being personally affected, identification, sense of loss, anger, and lack of support. Those involved in the code and on the inpatient service were more likely to feel personally affected. Anger and lack of support were derived exclusively from students on the inpatient service. CONCLUSIONS: Results provide observations and preliminary suggestions regarding medical students’ responses to patient suicides. Understanding these responses can assist medical student educators in responding to such events.

Related Article:

Encountering Patient Suicide: Emotional Responses, Ethics, and Implications for Training Programs

John H. Coverdale, Laura Weiss Roberts, and Alan K. Louie
Acad Psychiatry 2007 31: 329-332. [Full Text] [PDF]

This article has been cited by other articles:

				J. H. Coverdale, L. W. Roberts, and A. K. Louie Encountering Patient Suicide: Emotional Responses, Ethics, and Implications for Training Programs Acad Psychiatry, October 1, 2007; 31(5): 329 - 332. [Full Text] [PDF]

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