Making Better Doctors – Using Mind-Body Medicine Skills as a Self-Care Element in Medical Education at the Charité University Medical School

Brinkhaus, Benno; Witt, Claudia M.

doi:10.1159/000335834

Cited by 7 publications

(7 citation statements)

References 7 publications

(11 reference statements)

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“…In an effort to foster student self-awareness and mindfulness, several medical schools have yet begun to incorporate aspects of mind-body medicine (MBM) into the curriculum [24][25][26]. Others have reported on innovative educational programs to address burnout in practicing health professionals using, e.g., mindfulness, relaxation, and narrative writing exercises, i.e., elements of MBMSR or MBSR [10,23,27].…”

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confidence: 99%

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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)

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et al. 2013

Complement Med Res

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Background: Student life can be stressful. Hence, we started a regular mind-body medical stress management program in 2006. By today, more than 500 students took part and evaluations showed significant results, especially with regard to a reduction of stress warning signals. For further analysis, we now decided to run a randomized controlled longitudinal trial. Methods: Participating students at Coburg University were randomized into an intervention (n = 24) or a waitlist control group (n = 19). The intervention group completed 3 sets (pre/post/follow-up) and the control group 2 sets (pre/post) of self-administered questionnaires. The questionnaires included: SF-12 Health Survey, Perceived Stress Scale (PSS), Sense of Coherence (SOC-L9), Visual Analogue Scale (VAS) concerning stress, and the Stress Warning Signs (SWS) scale. Randomly selected participants of the intervention group were also queried in qualitative interviews. The intervention consisted of an 8 week stress management group program (mind-body medical stress reduction - MBMSR). Follow-up measures were taken after 6 months. Results: Virtually, no drop-out occurred. Our study showed significant effects in the intervention group concerning SF-12 Mental Component Scale (p = 0.05), SF-12 Physical Component Scale (p = 0.001), VAS (in general, p = 0.001) and SWS (emotional reactions, p <0.001), underlined by qualitative results, which showed a higher quality of life. Conclusions: The effectiveness of an MBMSR program in a group of supposedly healthy students could be demonstrated. Findings suggest that stress management might be given importance at universities that care for the performance, the quality of life, and stress-health status of their students, acknowledging and accounting for the challenging circumstances of university life, as well as the specific needs of the modern student population.

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confidence: 99%

“…MBM takes into account the undividable interconnectedness of mind and body and its effect on overall health [26]. MBM is based on 2 principal notions: 1) stress plays a major role in the pathogenesis of diseases, and 2) relaxation methods, mindfulness, and other mind-body skills, including cognitive behavioral techniques, are beneficial to health [14,29].…”

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confidence: 99%

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)

Esch

Sonntag

Esch³

et al. 2013

Complement Med Res

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“…This might be explained by the fact that perceived stress scores prior to the MB skills course were higher among the nursing students compared with the medical students. Although the quantitative study found that the MB skills course did not lower the levels of stress among medical students, acquiring tools to deal with stress is still important as it can strengthen them for future personal and professional challenges ( Brinkhaus & Witt, 2012 ; Kreitzer & Klatt, 2017 ; Turner & Kaylor, 2015 ).…”

Section: Discussionmentioning

confidence: 96%

“…Moreover, the transition from nursing student to registered nurse has been described as an extremely stressful process ( Blomberg et al, 2014 ). Given the inevitable sources of stress during medical and nursing education, it is important to provide students with effective self-care activities to support balance in medical and nursing students’ personal and professional lives ( Brinkhaus & Witt, 2012 ; Thomas, Haney, Pelic, Shaw, & Wong, 2011 ). This can contribute to the formation of competent health care professionals who are well prepared for future challenges during their careers ( Drick, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

“…This can contribute to the formation of competent health care professionals who are well prepared for future challenges during their careers ( Drick, 2014 ). Medical and nursing education seems to be an excellent place to start fostering self-care as professional attitudes start to be formed during this period ( Brinkhaus & Witt, 2012 ; Kreitzer & Klatt, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

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A Mind–Body Skills Course Among Nursing and Medical Students: A Pathway for an Improved Perception of Self and the Surrounding World

Vliet

Jong

2018

Global Qualitative Nursing Research

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Despite increased recognition of self-care and self-awareness as core competences for health care professionals, little attention is paid to these skills during their education. Evidence suggests that a Mind–Body (MB) skills course has the potential to enhance self-care and self-awareness among medical students. However, less is known about the meaning of this course for students and how it affects their personal and professional life. Therefore, we examined the lived experiences with an MB skills course among Dutch medical and Swedish nursing students. This course included various MB techniques, such as mindfulness meditation and guided imagery. Guided by a phenomenological hermeneutical method, three main themes were identified: “ability to be more present,” “increased perception and awareness of self,” and “connection on a deeper level with others.” Overall, participation in the MB skills course served as a pathway to inner awareness and supported connecting with others as well as with the surrounding world.

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Educational innovations to foster resilience in the health professions

Kreitzer

Klatt

2016

Medical Teacher

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Stress and burnout of healthcare providers has become a major healthcare issue that has implications for not only workforce projections, but the cost and quality of care and the lives of healthcare providers and their families. Burnout, characterized by loss of enthusiasm for work, feelings of cynicism and a low sense of personal accomplishment is associated with early retirement, alcohol use, and suicidal ideation. Healthcare professional "wellbeing" or "care of the caregiver" is a topic that has not been significantly addressed in the education of healthcare professionals. The culture that has dominated much of education has been one where students have been expected to forego personal needs, endure stressful environments, and emerge from highly competitive and often dysfunctional environments to work in care settings where health and wellbeing is also largely ignored. Three curricular innovations are highlighted that target pre-professional students, students enrolled in health professions education and practicing health care professionals. Strategies are highlighted that both help individuals cultivate resiliency and wellbeing in their personal and professional lives and that address system issues that contribute to unhealthy learning and work environments.

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Making Better Doctors – Using Mind-Body Medicine Skills as a Self-Care Element in Medical Education at the Charité University Medical School

Cited by 7 publications

References 7 publications

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)

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)

A Mind–Body Skills Course Among Nursing and Medical Students: A Pathway for an Improved Perception of Self and the Surrounding World

Educational innovations to foster resilience in the health professions

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