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|\n| Winter 12-31-2024\u003Cbr>Evaluating the Impacts ofan Undergraduate Mental Health Literacy Course\u003Cbr>Christine Zaza\u003Cbr>University of Waterloo, [zaza@uwaterloo.ca](zaza@uwaterloo.ca)[ ](zaza@uwaterloo.ca)Ryan Christopher Yeung\u003Cbr>Baycrest Health Sciences, [ryeung@research.baycrest.org](ryeung@research.baycrest.org)[ ](ryeung@research.baycrest.org)Gitanjali Shanbhag\u003Cbr>University of Waterloo, [gshanbhag@uwaterloo.ca](gshanbhag@uwaterloo.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.3.16349](https://doi.org/10.5206/cjsotlrcacea.2024.3.16349) |  |\n\nRecommended Citation  \nZaza, C., Yeung, R. C., & Shanbhag, G. (2024) . Evaluating the impacts of an undergraduate mental health literacy course. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3). [https://doi.org/10.5206/cjsotlrcacea.2024.3.16349](https://doi.org/10.5206/cjsotlrcacea.2024.3.16349)  \nEvaluating the Impacts ofan Undergraduate Mental Health Literacy Course  \nAbstract  \nMental health literacy is an important factor in caring for mental health; however, in the postsecondary student population, mental health literacy is reported to be low. To address these issues, in 2020, one of the authors [CZ] developed an undergraduate mental health literacy (MHL) course offered through the Faculty of Health, University of Waterloo, to undergraduate students in all Faculties. Building on promising early research conducted by two of the authors in 2021, we conducted three studies to evaluate the impacts of the fully online version of this MHL course. Study \\#1 was a pre-post study to examine knowledge and attitudes related to mental health literacy (n = 162). Study \\#2 was a one-month follow-up study to assess continued use of mental wellness strategies practiced during the course (n = 18), and study \\#3 was a content analysis of part one of the final reflection assignment of the course (n = 32). The pre-post study did not reveal any meaningful changes in knowledge and attitude from Time 1 to Time 2. However, the one-month follow-up study and the content analysis of the final reflection assignment showed multiple meaningful and positive shifts in knowledge, attitudes, and behaviours related to mental health, stigma, self-care, well-being, supporting others with mental health concerns, and the meaning of resilience. In addition, the content analysis revealed that students were sharing course resources with peers, friends, family members and with their community at large. In addition to guiding revisions to strengthen the MHL course under investigation, our findings are relevant to other MHL education initiatives in this population.  \nLa connaissance de la santé mentale est un facteur important dans la prise en charge de la santé mentale; cependant, dans la population étudiante post-secondaire, la connaissance de la santé mentaleest signalée comme étant faible. Pour résoudre ces problèmes, l'une des auteures [CZ] a mis au point en 2020 un cours de premier cycle sur la connaissance de la santé mentale offert par la Faculté des sciences de la santé de l'Université de Waterloo aux étudiants et étudiantes de premier cycle de toutes les facultés. En nous appuyant sur les premières recherches prometteuses menées par deux des auteurs en 2021, nous avons mené trois études pour évaluer l'impact de la version entièrement en ligne de ce cours sur la connaissance de la santé mentale. L'étude n°1 était une étude pré-post visant à examiner les connaissances et les attitudes liées à la connaissance de la santé mentale (n = 162). L'étude n°2 était une étude de suivi d'un mois pour évaluer l'utilisation continue des stratégies de bien-être mental pratiquées pendant le cours (n = 18), et l'étude n°3 était une analyse de contenu dela première partie du travail de réflexi","cbCaijoV0nu5FAq3","https://ap.wps.com/l/cbCaijoV0nu5FAq3","pdf",298663,"English","# Abstract\n## Course background and rationale\n## Study design and participants\n## Key findings and implications","[{\"question\":\"Why was the undergraduate mental health literacy course developed?\",\"answer\":\"Postsecondary students were reported to have low mental health literacy, motivating the authors to create an undergraduate MHL course to improve knowledge and related outcomes.\"},{\"question\":\"How were the course impacts evaluated?\",\"answer\":\"Three studies were conducted: a pre-post study of knowledge and attitudes (n=162), a one-month follow-up on continued use of strategies (n=18), and a content analysis of final reflections (n=32).\"},{\"question\":\"What results were found across the three studies?\",\"answer\":\"The pre-post study found no meaningful changes from Time 1 to Time 2, but the follow-up and content analysis showed multiple meaningful and positive shifts in knowledge, attitudes, behaviours, and related areas such as stigma, self-care, well-being, support for others, and resilience meaning.\"}]","Evaluating the Impacts ofan Undergraduate Mental Health Literacy Course | PDF",1792083007,48]