The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course.

IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Tasneem F Mohammed, Nolina Doud, Sara E Brownell, Katelyn M Cooper
{"title":"The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course.","authors":"Tasneem F Mohammed, Nolina Doud, Sara E Brownell, Katelyn M Cooper","doi":"10.1152/advan.00074.2024","DOIUrl":null,"url":null,"abstract":"<p><p>Undergraduates with depression report that they would benefit from science role models who also have depression. If biology instructors who have depression reveal it to their students, it could help meet this need. However, it is unknown how instructors revealing their depression would impact all undergraduate science students, not just those with depression, and whether it would cause some students to have a negative perception of the instructor. To address this gap, an instructor of an undergraduate physiology course revealed her depression to the whole class in less than 3 s on two occasions. Undergraduates were surveyed about whether they remembered the instructor revealing depression, whether they perceived it to be appropriate, and what impact it had on them. Of the 289 undergraduates who participated in the survey, 90.6% remembered the instructor revealing her depression. Seventy-two percent of those students reported that the instructor revealing depression had a positive impact on them, 21.3% reported no impact, and 6.7% reported a negative impact. Women were disproportionately likely to report that the instructor revealing depression had a positive impact on the student/instructor relationship and the instructor's approachability. LGBTQ+ students were disproportionately likely to report that the instructor revealing depression had a positive impact on the extent the classroom feels inclusive and students with more severe depressive symptoms were more likely to report that it normalized depression broadly and in the context of science. This work adds to recent studies highlighting the potentially positive impact of instructors revealing their concealable stigmatized identities to undergraduates in class.<b>NEW & NOTEWORTHY</b> This research highlights the potential for instructors with depression to have a positive impact on students in their college science courses.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Physiology Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1152/advan.00074.2024","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0

Abstract

Undergraduates with depression report that they would benefit from science role models who also have depression. If biology instructors who have depression reveal it to their students, it could help meet this need. However, it is unknown how instructors revealing their depression would impact all undergraduate science students, not just those with depression, and whether it would cause some students to have a negative perception of the instructor. To address this gap, an instructor of an undergraduate physiology course revealed her depression to the whole class in less than 3 s on two occasions. Undergraduates were surveyed about whether they remembered the instructor revealing depression, whether they perceived it to be appropriate, and what impact it had on them. Of the 289 undergraduates who participated in the survey, 90.6% remembered the instructor revealing her depression. Seventy-two percent of those students reported that the instructor revealing depression had a positive impact on them, 21.3% reported no impact, and 6.7% reported a negative impact. Women were disproportionately likely to report that the instructor revealing depression had a positive impact on the student/instructor relationship and the instructor's approachability. LGBTQ+ students were disproportionately likely to report that the instructor revealing depression had a positive impact on the extent the classroom feels inclusive and students with more severe depressive symptoms were more likely to report that it normalized depression broadly and in the context of science. This work adds to recent studies highlighting the potentially positive impact of instructors revealing their concealable stigmatized identities to undergraduates in class.NEW & NOTEWORTHY This research highlights the potential for instructors with depression to have a positive impact on students in their college science courses.

抑郁症的好处:在大量招生的生理学课程中,本科生从教师揭示抑郁症中获益。
患有抑郁症的本科生表示,他们将受益于同样患有抑郁症的科学榜样。如果患有抑郁症的生物教师向学生透露自己患有抑郁症,将有助于满足这一需求。然而,目前尚不清楚教师透露自己患有抑郁症会对所有理科本科生(而不仅仅是患有抑郁症的学生)产生怎样的影响,以及是否会导致一些学生对教师产生负面看法。为了弥补这一不足,一名本科生生理学课程的教师两次在不到 3 秒钟的时间内向全班透露了自己的抑郁症。我们对本科生进行了调查,了解他们是否记得该教师透露抑郁症的情况,他们是否认为这样做是恰当的,以及这样做对他们有什么影响。在参与调查的 289 名本科生中,90.6% 的人记得教员曾透露过自己患有抑郁症。其中 72% 的学生表示,教师透露抑郁症对他们产生了积极影响,21.3% 的学生表示没有影响,6.7% 的学生表示有负面影响。女性更有可能报告说,教师透露抑郁症对学生/教师关系和教师的亲和力产生了积极影响。LGBTQ+学生更有可能报告说,教师揭露抑郁症对课堂的包容性产生了积极影响,而抑郁症状更严重的学生更有可能报告说,教师揭露抑郁症使抑郁症在科学范畴内正常化了。这项研究是对近期研究的补充,这些研究强调了教师在课堂上向本科生揭示其隐蔽的污名化身份可能产生的积极影响。这项研究强调了患有抑郁症的教师在大学科学课程中对学生产生积极影响的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
3.40
自引率
19.00%
发文量
100
审稿时长
>12 weeks
期刊介绍: Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K–12, undergraduate, graduate, and professional programs.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信