The Body in Mind: Understanding Cognitive Processes (Cambridge Studies in Philosophy)

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Shiralkar MT, Harris TB, Eddins-Folensbee FF, et al. A systematic review of stress-management programs for medical students. Acad Psychiatry. 2013;37(3):158–64. During 2012–2019, uncontrolled quantitative and qualitative data were gathered from 112 student participants. Outcomes including changes in perceived stress (PSS), mindfulness (FMI/MAAS), self-reflection (GRAS), self-efficacy (GSE), empathy (SPF), and health-related quality of life (SF-12) were measured between the first (T0) and last sessions (T1). Qualitative data were obtained in focus groups at course completion and triangulated with quantitative data. This study was developed based on uncontrolled internal course evaluations conducted by the Institute of Social Medicine at Charité. We performed an exploratory mixed-method evaluation that combined pre-post within-subject quantitative assessments using questionnaires with qualitative semi-standardized focus group interviews. Focus groups were conducted in the same setting as a typical course session. Study participation was voluntary. The study was approved by the ethics committee at the Charité (EA1/159/12, 05.07.2012, amended 06.11.2019). All data collection, analysis, and storage processes were conducted in compliance with the European Directive of Data Protection guidelines. Procedure and participants

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Saunders PA, Tractenberg RE, Chaterji R. Promoting self-awareness and reflection through an experiential mind-body skills course for first year medical students. Med Teach. 2007;29(8):778–84. An analysis of course motivation revealed that students’ desire for improved well-being and reduced perception of everyday life stress was a main motivator for participation. Anxiety was commonly reported among participants, brought on by exam periods, feelings of falling behind on academic achievement in a competitive environment, even causing strain on students’ personal lives. Some students complained of experiencing physical symptoms, such as nausea, tinnitus, high blood pressure, and insomnia.Relating to the patient from your own experience] creates a completely different impression than working from book [knowledge].(FGWS16.F1). Well-being & stress reduction Reith TP. Burnout in United States Healthcare Professionals: a narrative review. Cureus. 2018;10(12):e3681.

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Brinkhaus B, Witt C. Making better doctors - using mind-body medicine skills as a self-care element in medical education at the Charite University Medical School. Forsch Komplementmed. 2012;19(1):4–6. Meanwhile, a rising interest in student welfare has sparked an increase in mental health resilience interventions [ 32]. The Mind-Body-Medicine (MBM) course was developed by Dr. Aviat Haramati and Nanci Hadzouk at Georgetown University of Medicine (GUSOM) to facilitate medical students’ self-care ability by promoting self-awareness and resilience. MBM belongs to the wider field of complementary and integrative medicine (CIM). It “focuses on the interactions among the brain, mind, body, and behavior, and the powerful ways in which emotional, mental, social, spiritual, and behavioral factors can directly affect health” [ 9]. MBM also aims to foster engagement with integrative medicine perspectives on health and healthcare [ 3].

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Brown KW, Ryan RM. The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol. 2003;84(4):822–48.

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Esch T, Sonntag U, Esch SM, et al. Stress management and mind-body medicine: a randomized controlled longitudinal evaluation of students’ health and effects of a behavioral group intervention at a middle-size german university (SM-MESH). Forsch Komplementmed. 2013;20(2):129–37. Hsieh H-F, Shannon SE. Three Approaches to qualitative content analysis. Qual Health Res. 2005;2005(11/01):1277–88. Neumann M, Edelhäuser F, Tauschel D, et al. Empathy decline and its reasons: a systematic review of studies with medical students and residents. Acad Med. 2011;86(8):996–1009. Aukes LC, Geertsma J, Cohen-Schotanus J, et al. The development of a scale to measure personal reflection in medical practice and education. Med Teach. 2007;29(2–3):177–82. At baseline, participants scored about one standard deviation above the mean of the standard PSS for German students [ 21], indicating a high stress load (see Table 3).

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Ishak W, Nikravesh R, Lederer S, et al. Burnout in medical students: a systematic review. Clin Teach. 2013;10(4):242–5. The qualitative and quantitative findings of this study suggest that an MBM course implemented at Charité may have been suitable for reducing stress and fostering self-care practices among medical students. These improvements were described qualitatively as both immediate benefits from practicing self-care and a gradually gained sense of empowerment, by acquiring a toolkit capable of sustainably self-regulating stress levels.

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Ware J, Kosinski M, Turner-Bowker D, et al. How to score version 2 of the SF-12 Health Survey. Lincoln, US: Quality Metric Incorporated; 2002.Quek TT, Tam WW, Tran BX, et al. The global prevalence of anxiety among medical students: a Meta-analysis. Int J Environ Res Public Health. 2019;16(15):2735. At an organizational level, the MBM course structure alternates between individual exercises and shared group reflections. Karpowicz SH, Haramati N. Using mind-body medicine for self-awareness and self-care in medical school. J Holist Healthc. 2009;6(Issue 2):p19-22.