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oai:keep.lib.asu.edu:node-2011182025-05-05T15:53:02Zoai_pmh:alloai_pmh:repo_items

201118 https://hdl.handle.net/2286/R.2.N.201118 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2025 181 pages Doctoral Dissertation Academic theses en Pazdziorny, Inga Bowers, Nicole Smith, Stephanie Soeteman, Djøra Arizona State University Partial requirement for: Ed.D., Arizona State University, 2025 Field of study: Leadership and Innovation Faculty in academic medicine face significant mental health challenges, yet stigma, time constraints, and institutional barriers often prevent them from seeking necessary support. This mixed-methods action research study examined medical school faculty perceptions of mental health resources, the barriers that deter engagement, and potential institutional strategies to improve access and reduce stigma. A web-based mental health awareness module was developed and deployed over a 30-day period, incorporating an introductory video, scenario-based vignettes, and embedded reflection questions. Data collection included module engagement metrics, Likert-scale survey responses, and open-ended qualitative feedback from 27 anonymous faculty participants. Findings revealed that fear of professional repercussions was the most frequently cited barrier, with 44.4% of participants identifying it as a deterrent to seeking care. Time constraints were also a major challenge, particularly among female faculty, who reported balancing professional and personal responsibilities as a key obstacle. Additionally, institutional support for mental health was perceived as inadequate, with the majority of faculty indicating a lack of visibility and accessibility of resources. While statistical significance was limited due to the sample size, the descriptive quantitative trends aligned with qualitative insights, reinforcing the systemic nature of these challenges. This study integrated Shame Resilience Theory (SRT) and Transformative Learning Theory (TLT) to illustrate how stigma operates both individually and institutionally, highlighting the need for cultural and structural change. Faculty recommendations emphasized leadership advocacy, peer support networks, and flexible, on-demand mental health resources as critical interventions. These findings suggest that addressing faculty mental health requires a dual approach—reducing stigma at the cultural level while ensuring institutional policies and resources support meaningful engagement. This research contributes to ongoing discussions in medical education and institutional policy, offering practical recommendations for fostering a more supportive and sustainable academic environment.Keywords: academic medicine, mental health, medical education and institutional policy Mental Health Higher Education Medicine Academic Medicine institutional policy Medical education Mental Health Enhancing Mental Health Support in Medical Education: An Interactive Module Approach