Comparison of two different mindfulness interventions among health care students in Finland: a randomised controlled trial

Abstract

We investigated the short- and long-term effects of two different evidence-based mindfulness training on students’ stress and well-being. A randomised controlled trial with three measurement points (baseline, post-intervention, and 4 months post-intervention) was conducted among undergraduate students of medicine, dentistry, psychology, and logopaedics at the University of Helsinki. The participants were randomly assigned into three groups: (1) face-to-face mindfulness training based on the Mindfulness Skills for Students course (n = 40), (2) a web-based Student Compass program using Mindfulness and Acceptance and Commitment therapy (n = 22), and (3) a control group that received mental health support as usual (n = 40). The primary outcome was psychological distress measured using the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE-OM). Secondary outcomes included hair cortisol concentrations and a wide range of well-being indicators. Psychological distress increased in all the groups from baseline to post-intervention, but significantly less so in the intervention groups than in the control group. At 4-month follow-up, were found no differences between the primary outcomes of the control and intervention groups, but the participants who continued practising mindfulness at least twice a week were less stressed than the others. Our results suggest that participating in a mindfulness course may mitigate health care students’ psychological distress during the academic year, but only if the participants continue practising mindfulness at least twice a week.

Cognitive, psychological, and physiological effects of a web-based mindfulness intervention in older adults during the COVID-19 pandemic: an open study

“…Another major limitation in the field of online MBIs is the lack of high-quality randomized controlled trials demonstrating that online and traditional MBIs equally and positively affect mental health. While research in this area is still in its early stages, a few comparative studies have suggested that online MBIs may be equally effective [97][98][99]. Notably, these studies compared traditional MBIs with online interventions delivered by videoconferencing [97] or through web-based programs that included interaction with a teacher [98,99].…”

“…While research in this area is still in its early stages, a few comparative studies have suggested that online MBIs may be equally effective [97][98][99]. Notably, these studies compared traditional MBIs with online interventions delivered by videoconferencing [97] or through web-based programs that included interaction with a teacher [98,99]. This implies that the role of a skilled mindfulness instructor is pivotal in determining the overall benefit of online MBIs.…”

Mindfulness-based interventions to reduce anxiety among Chinese college students: A systematic review and meta-analysis

“…Practicing mindfulness entails experiencing the present moment, rather than trying to change anything (Marchand, 2012;Hofmann and Gómez, 2017;Sun et al, 2021). This present-centered self-awareness skill can be further developed through regular exercises (Repo et al, 2022), eventually enabling the individual to release certain frustrationlike habitual reactions (Liu X. et al, 2021) such as anxiety. Mindfulness could also be considered as the composition of both self-regulation of attention and an orientation to the present moment, characterized by curiosity, receptivity, and openness (Hofmann and Gómez, 2017).…”