Abstract
INTRODUCTION: Mental health education is essential for preparing healthcare professionals to address the growing needs of patients with mental health challenges. The aim of this study was to understand the current landscape of teaching and learning approaches to mental health education for undergraduate health profession students. METHODOLOGY: A realist review was chosen to explore what works for whom, how, and why in teaching and learning for mental health education for undergraduate health profession students. The search strategy was developed iteratively, with support from a research librarian, and additional searches supplemented the initial search. Following screening in duplicate, the selected studies were appraised for relevance, richness and rigour. Intervention (I), Context (C), Actor (A), Mechanism (M) and Outcome (O) configurations were extracted from the data and analysed for patterns and conceptual areas. Stakeholder and Patient and Public Involvement panels supported the refinement of both the Initial Programme Theory (IPT) and Programme Theories (PT). RESULTS: 78 articles were included. The results identified three critical program theories: (1) direct contact with individuals with lived experience (2), longitudinal and integrative learning approach, and (3) diversity of experiential and community-engaged learning. Integrating these theories into health education curricula may lead to professionals better prepared to address mental health challenges. CONCLUSION: Our realist review identified three critical programme theories for teaching and learning strategies that foster this literacy, including direct engagement with individuals who have lived experiences, a longitudinal and integrative approach to education, and a diverse array of experiential and community-engaged learning opportunities.