Wong G, Shah K, Saunders P, Harazduk N, Haramati A.

Impact of mind-body skills groups on medical students: quantitative analysis of perceptions of stress and mindful awareness.

Georgetown University School of Medicine, Department of Physiology &Biophysics, Room 213 Basic Science, 3900 Reservoir Road, NW, Washington, DC 20057. haramati@georgetown.edu

PURPOSE: This study of 111 self-selected first and second year medical students at [Institution] School of Medicine (during 2003-2004 semesters) explored the effects of an eleven-week Mind-Body Medicine Skills course on self-reported perceived stress, mindfulness and general attitudes about their health and well-being. The students met each week, in groups of 10 with two faculty facilitators, for a two-hour group session in which they were introduced to various mind-body techniques: drawing, autogenic training, eating and walking meditations, several guided imageries, movement, and writing exercises.

METHODS: Three instruments were used to assess the students'' psychological and attitudinal states before and after the Mind-Body Skills course: the ten-item Perceived Stress Scale (PSS)(J Health Soc Behav 24:385-396, 1983) the fifteen item Mindful Awareness Attention Scale (MAAS)(J Pers Soc Psychol.84:822-48. 2003), and a newly created 21-item survey instrument, the Mind-Body Skills Scale (MBSS).

RESULTS: 70 students completed the PSS instrument both before (pre-mean 16.3; std. dev. 6.4) and after the course (post-mean 13.1; std. dev. 5.8), with the mean paired difference equal to -3.2 (95% CI: -2.1 to -4.2:P < 0.001), indicating a significant reduction in the scores of the Perceived Stress Scale. 102 students completed the MAAS instrument before and after the course (pre-mean 54.8; std. dev. 11.4) and (post-mean 61.0; std. dev. 11.3) with a mean paired difference equal to 6.2 (95% CI: 9.00 to 3.44: P < 0.001), indicating a significant increase in the Mindfulness Awareness Attention Scale. Results from the MBSS survey instrument showed a trend towards greater awareness, increased empathy toward their classmates, decreased perceived stress, and a better appreciation for effects of mind-body techniques.

CONCLUSION: Our findings support the notion that this Mind-Body Medicine Skills course may help advance several desirable educational goals, such as increased empathy and mindfulness, in addition to reducing students' perceived stress in medical school.

 

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