The Mozart Effect and Academic Achievement

Abstract

The article is devoted to the analysis of studies of the application of music therapy methods in the training of future doctors. The basis of music therapy programs aimed at improving the students' academic achievement is the so-called "Mozart effect" (discovered by scientists at the University of California in 1993), the essence of which is to increase individual components of the IQ test after listening to Mozart's music. The experience of medical universities in the countries of the European Union, the US, and Canada shows that music therapy is effective in creating a mental state, thanks to which students learn new information much better. Music therapy programs based on managing the students' mental state during lectures and group practical training have demonstrated high effectiveness. Dynamic testing of mental balance and stress indicators during the academic year revealed significant improvement. The application of such programs made it possible to increase the students' academic achievement in the educational process by 20%. It was been established that students participating in collective music therapy programs spent less time on tasks (both at home and during exams) due to increased ability to concentrate. In addition, they missed classes significantly less often and had fewer academic debts. According to the control questionnaire, the program participants registered an improvement in the quality of sleep and a decrease in the manifestations of psychological stress. The results of students who trained according to individual programs of music psychotherapy were even better; the program was determined according to the psychological type of the student. The popularization and the widespread implementation of music therapy in the educational process of domestic medical universities will improve the quality in the training of the future doctor.