POSTER PRESENTATION ABSTRACTS
Please note: All posters will be displayed in
Salons 10-12.
THURSDAY, 10:15-11:00 AM
MacLaughlin B, Harazduk N, Lumpkin M, Amri H*.
Impact of a mind-body medicine program on endocrinologic
stress parameters in a medical student sample population.
Department of Physiology and Biophysics, Georgetown
University School of Medicine amrih@georgetown.edu
*Presenting author
PURPOSE: The study evaluated the impact of a
mind-body medicine program integrated into the Georgetown University
Medical School curriculum by quantitative analysis of stress hormones.
Rigorous curricula, a rapidly expanding knowledge base, and stringent
performance requirements pose significant challenges to students enrolled
in medical programs. In order to increase the students' self awareness
and assist them in coping with academic stress, an elective mind-body
medicine class was offered to first year medical students at Georgetown
University School of Medicine.
METHODS: Over an 11-week period, students met
once a week for two hours under the guidance of Georgetown University
faculty. The students were taught mind-body medicine methods of stress
management and reduction, such as breathing exercises, relaxation techniques,
meditation, guided imagery, biofeedback, and movement therapy. Morning
and evening saliva samples were collected both at the beginning and
upon completion of the intervention. The intervention's effect on stress
was assessed via salivary hormone level testing of cortisol, testosterone,
and DHEA-S measured by ELISA. Salivary samples were also collected from
a control group of medical school students engaged in the same curricular
activities, who did not participate in the mind-body medicine program.
Hormone levels are presented as mean ± SD.
RESULTS: Following completion of the class,
morning salivary cortisol levels of the mind-body medicine group were
46 % lower when compared to the control group (P<.005). Compared to
the mind-body intervention group, female morning and evening testosterone
levels in the control group revealed a 47 % (P<.05) and 39% (P<.03)
elevation respectively. In addition, morning and evening DHEA-S levels
followed a similar pattern of significantly reduced amounts in the intervention
group as compared to the controls.
CONCLUSION: Our findings indicate that mind-body
medicine techniques have significant potential to aid students in coping
with academic stress as demonstrated by quantitative endocrinologic
assessment of stress-related hormonal profiles.
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