Abstract
<title>Abstract</title> <p>Background Medical students and Asian Americans (AA) both face unique, identity-related challenges that serve as barriers to mental health treatment. Shared stressors, such as perfectionism and peer comparison, worsen mental health and may compound when these identities intersect. Despite this, little is known about the mental health needs of AA medical students. In this study, we explored factors influencing mental health service utilization among AA medical students and examined student perspectives on potential interventions. Methods Self-identified AA medical students at an MD school located in New York City completed an anonymous Qualtrics survey in 2024 on mental health service utilization, stressors, and social supports in medical school. Participants were reassessed in a one-year follow-up study and surveyed about interest in potential interventions. Quantitative analysis included descriptive statistics and Fisher's exact tests. Qualitative analysis was completed by thematic coding and extraction of free text responses. Results Out of 56 participants, only 61% in need of mental health services during medical school were able to access resources. Barriers to care included lack of time and scheduling concerns, limited provider understanding of medical school demands, and worries about academic/career repercussions. AA medical students also faced identity-specific challenges including cultural stigma and difficulties disclosing service utilization to family. The school’s student mental health center may offer improved accessibility and providers better attuned to the medical school experience, but students expressed more concerns about confidentiality and difficulty finding providers who could relate to their cultural identities. Student-recommended interventions included protected time for therapy appointments and opportunities to match with therapists based on identity or cultural background. Conclusions Medical schools may improve mental health service utilization among AA medical students through culturally responsive, student-informed approaches that address both structural and identity-related barriers. Future research should evaluate the feasibility and effectiveness of potential interventions identified in this study.</p>