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BMC Medical Education

, 14:198

Approaches to teaching and learning


BackgroundFor several decades, psychological stress has been observed to be a significant challenge for medical students. The techniques and approach of mind-body medicine and group support have repeatedly demonstrated their effectiveness at reducing stress and improving the quality of the education experience.

DiscussionMind-Body Skills Groups provide medical students with practical instruction in and scientific evidence for a variety of techniques that reduce stress, promote self-awareness and self-expression, facilitate imaginative solutions to personal and professional problems, foster mutual understanding among students, and enhance confidence in and optimism about future medical practice. The Center for Mind-Body Medicine, which developed this model 20 years ago, has trained medical school faculty who offer these supportive small groups to students at more than 15 US medical schools. This paper describes the model, surveys its use in medical schools, summarizes published research on it, and discusses obstacles to successful implementation as well as its benefits.

SummaryMind-Body Skills groups have demonstrated their effectiveness on reducing stress in medical students; in enhancing the students’ experience of medical education; and in helping them look forward more confidently and hopefully to becoming physicians. The experience of these 15 institutions may encourage other medical schools to include mind-body skills groups in their curricula.

KeywordsMind-body medicine Mind-Body Skills Groups Medical student stress Self-care Support group Group intervention Patient-centered Medical education Mindfulness Center for Mind-Body Medicine James S. Gordon AbbreviationsCMBMThe Center for Mind-Body Medicine

MBSGMind-Body Skills Groups.

Electronic supplementary materialThe online version of this article doi:10.1186-1472-6920-14-198 contains supplementary material, which is available to authorized users.

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Autor: James S Gordon

Fuente: https://link.springer.com/

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