Embodied health: the effects of a mind-body course for medical students.
Embodied health: the effects of a mind-body course for medical students.
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DOI：
10.3402/meo.v18i0.20699
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发表时间：
2013-04-30
影响因子：
4.6
通讯作者：
Saper RB
中科院分区：
文献类型：
--
作者：
Bond AR;Mason HF;Lemaster CM;Shaw SE;Mullin CS;Holick EA;Saper RB
一个有效的医学职业需要同理心和同情心，但医学教育的要求增加了压力，降低了学生与病人联系的能力。然而，研究表明，身心练习可以改善心理健康。本研究旨在评估为期11周的选修课程，冥想健康或EH，结合瑜伽和冥想与神经科学教学法对医学生的心理影响。27个一年级和二年级的医学生的影响进行了评估，通过调查在四个方面：同情心，感知压力，自我调节，自我同情。使用的量表为1。杰斐逊医生同理心量表，测量健康学生和专业人员以及医学生之间的同理心，范围为1（最少同理心）至7（最多同理心）; 2。科恩的感知压力量表，衡量受访者生活的感知不可控性，从0（压力最小）到4（压力最大）; 3。自我调节问卷，测量计划行为的发展和维持，以实现目标，从1（自我调节最少）到5（自我调节最多）;和4。自我同情量表，衡量自我批评，从1（最少自我同情）到5（最自我同情）。学生们还在课后论文中反映了EH对他们幸福的影响。自我调节和自我同情分别上升了0.13（SD 0.20，p = 0.003）和0.28（SD 0.61，p = 0.04）。同理心和感知压力也出现了有利的变化，分别上升了0.11（SD 0.50，p = 0.30）和下降了0.05（SD 0.62，p = 0.70）;这些变化没有达到统计学意义。学生的论文被发现讨论以下反复出现的主题：1）心灵和身体之间的重新连接; 2）竞争环境中的社区; 3）增加正念; 4）对患者使用身心技能的信心;和5）压力管理。这些主题与EH影响的定量措施重叠。为医学生开设的身心课程增加了自我调节和自我同情。学生课后论文中讨论的定性主题反映了这些影响。
An effective career in medicine requires empathy and compassion, yet the demands of a medical education increase stress and decrease students’ ability to connect with patients. However, research suggests mind-body practices improve psychological well-being. This study aimed to evaluate the psychological effects on medical students of an 11-week elective course, Embodied Health or EH, which combines yoga and meditation with neuroscience didactics. The effects on 27 first- and second-year medical students were evaluated via surveys in four areas: empathy, perceived stress, self-regulation, and self-compassion. Scales used were 1. Jefferson Scale of Physician Empathy, which measures empathy among health students and professionals and medical students on a scale of 1 (least empathetic) to 7 (most empathetic); 2. Cohen's Perceived Stress Scale, a measure of the perceived uncontrollability of respondents' lives, from 0 (least stressed) to 4 (most stressed); 3. Self-Regulation Questionnaire, which measures the development and maintenance of planned behavior to achieve goals, from 1 (least self-regulated) to 5 (most self-regulated); and 4. Self-Compassion Scale, which measures self-criticism, from 1 (least self-compassionate) to 5 (most self-compassionate). Students also reflected on EH's impact on their well-being in a post-course essay. Self-regulation and self-compassion rose 0.13 (SD 0.20, p = 0.003) and 0.28 (SD 0.61, p = 0.04), respectively. Favorable changes were also seen in empathy and perceived stress, which went up by 0.11 (SD 0.50, p = 0.30) and down by 0.05 (SD 0.62, p = 0.70), respectively; these changes did not reach statistical significance. Students’ essays were found to discuss the following recurrent themes: 1) Reconnection between mind and body; 2) Community in a competitive environment; 3) Increased mindfulness; 4) Confidence in use of mind-body skills with patients; and 5) Stress management. These themes overlapped with the measures EH affected quantitatively. A mind-body course for medical students increased self-regulation and self-compassion. Qualitative themes discussed in students’ post-course essays reflected these effects.
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DOI：
10.1073/pnas.0707678104
发表时间：
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影响因子：
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