Aims: This systematic review was performed to find the effectiveness of mindfulness interventions for outcomes such as pain, physical function, and cost-effectiveness in Chronic Low Back Pain (CLBP) patients. Methods: Articles published in peer-reviewed journals till February 2019, were used through searches of three electronic databases (PubMed, EMBASE, and Web of Science). Keywords including mindfulness, mindfulness-based intervention, mindfulness meditation and CLBP were used in search strategy. At last, a total of 8 articles were included in the final analysis. Findings: All included studied studies were high qualified by which physical function was being measured as their outcome. The Short-Form Health Survey was the most frequently used measure of physical function in the studies. Anxiety and depression were as secondary outcomes in four of eight studies. The Mindfulness Based Stress Reduction (MBSR) method was the main intervention that was used in the studies. Most of the studies utilized at least six sessions and 2 hours (30 minutes for each session) weekly. Sessions were managed by experienced person in MBSR field. Five out of eight studies approved MBSR fop pain improvement compared to usual cares. Conclusion:This study supported the strategy of applying non-pharmacological therapies for CLBP which are effective in managing pain among adults. However doing more researches to evaluate the persistent long effects of this therapy and its cost-effectiveness in comparison to medications is strongly recommended.

BACKGROUND: Self-regulated learning (SRL) is a critical skill for medical students to reach their learning goals in the bedside clinical rotations. This study was performed with the aim of comparing SRL and motivation of 4th year medical students who are in their educational transition between students with mentors and those without mentors. MATERIALS AND METHODS: This study was cross-sectional. A total of 196 medical students were invited to complete a form consisting the motivation and SRL questionnaire through Google form during their 1st year of clinical clerkship, while some of them had participated in the mentoring program beforehand. data correlation and regression analysis were employed. RESULTS: Comparing SRL and motivational beliefs scores between students with mentors and without mentors indicated that motivational beliefs mean score in students with mentors (87.5 ± 8.44) was significantly higher compared to the others (83.49 ± 7.36) (P = 0.005). Among SRL subscales, planning and examination stress were significantly different between two groups with higher scores for mentees (P = 0.033 and 0.021). Having a mentor predicted motivational beliefs with OR = 7.974 (1.391–45.719) and P = 0.020. CONCLUSION: Considering a significant correlation between mentor possession and the scale of motivation beliefs, future longitudinal and interventional research besides the customized mentoring program is required to understand the role of mentoring programs on SRL as a cause-and-effect relationship to recommend the peer mentoring program to enhance SRL skills in the medical students especially during their transition to the new clinical environment.

Introduction Mentoring programs have been planned and executed in Iran particularly in the field of medicine. This study aims to evaluate mentor-mentee relationship in mentoring program at Faculty of Medicine of Tehran University of Medical Science in the 2017-2018 academic year. Methods: This cross sectional study was conducted on all year one medical student enrolled at TUMS in 2017 who attended in mentoring program as a mentee. Data is collected via self-designed questionnaire. Result: 210 and 180 persons answered the first and second questionnaire respectively. There was no significant relation between gender of mentor-mentee and features of relationship, although male mentees asked their mentors to visit more than female mentees. (P= 0.000, X ²= 17.62). Significant correlation has been seen between mentee's satisfaction of mentor and any different aspect of mentee's improvement, education (r=0.48) and adaptation to academic environment (r= 0.47). There is not a significant difference in mentees satisfaction between mentees who reached their expectations and mentees who did not (p= 0.758, t= 0.449). Conclusion: This study shows that planning for preparing an efficient structure for mentor-mentee relationship is important, and recommends paying more attention to support new students by introducing the mentoring program to them.