Non-psychiatric physicians’ learning experiences from past psychiatric training in Japan: a qualitative pilot study with intergroup contact theory approach

Stigma associated with mental illness remains a pervasive global issue. This stigma is particularly pronounced in Japan, where mental healthcare may be perceived as a distinct culture: separate from mainstream medical care. The present pilot study aimed to clarify the learning experiences derived from direct contact with psychiatric care settings as medical students and postgraduate residents among physicians who subsequently pursued specialties outside of psychiatry. We focused on how such training may contribute to reducing stigma and improving attitudes toward mental illness from the perspective of intergroup contact theory. Semi-structured interviews were conducted with 10 physicians who had 3–5 years of experience in specialty training in a field other than psychiatry according to the specified interview guide. Participants were invited to reflect on their learning experiences in psychiatric training during their clinical clerkship in medical school and basic postgraduate clinical training. They were also asked to consider the application of these experiences in their current practice in their non-psychiatric specialty. Interview data were transcribed and analyzed using thematic analysis, with intergroup contact theory serving as the theoretical framework. Three themes emerged. 1) Exposure to inaccurate and biased information resulting in the formation of negative preconceptions toward mental illness. 2) Direct exposure to active psychiatric symptoms and process of addressing their negative preconceptions. 3) Acquisition and performance of tolerant attitude toward mental illness. There were optimal conditions of intergroup contact theory in the process of addressing participants’ preconceptions. Psychiatric training may improve physicians’ attitudes toward mental illness and fosters interprofessional collaboration. Intergroup contact theory may offer a framework for understanding how structured interactions during training reduce stigma and promote more effective teamwork across medical specialties. Establishing an educational environment based on intergroup contact theory could contribute more to reducing learners’ stigma toward mental illness.