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High stress during medical education and its detrimental effects on student health is well documented. This exploratory evaluation study assesses a 10-week Mind-Body-Medicine student course, created to promote student self-care at Charité Universitätsmedizin Berlin, Germany. Cute but seductive brunette Rosie slips out off her yellow dress and lingerie outdoors in the garden Participants showed improvement across most quantitative measures, including mindfulness, self-reflection, self-efficacy, and perceived stress. However, there were no changes in participant-reported QoL. Empathy, as an ability to take others’ perspective, showed improvement, as did the sense of distress at experiencing empathy. These outcomes were corroborated by focus groups reporting increases in students’ ability to self-regulate stressful experiences and improve their relationships with themselves and others. Participants also recognized the importance of MBM values in the doctor–patient relationship, patient care, and a more holistic view of medicine. Learning about MBM and CIM as disciplines of modern medicine was reported as a primary motivation for course enrollment. Some participants sought to acquire proficiency in MBM techniques as tools for their future patient care. Students reported increased knowledge of MBM techniques as a main benefit of the course, emphasizing the value of practical experience. New perspectives on the value of MBM and CIM gained through the course led to what students described as a broader, “more holistic” view of the scope of medical practice and the relationship between healthcare professionals and their patients. Triangulation—experiences of self and the other Esch T, Sonntag U, Esch SM, et al. 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). Forsch Komplementmed. 2013;20(2):129–37.
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Our qualitative findings indicate that the effects of MBM intervention are deeply embedded in the social framework, discourse, and perspective of its practitioners. Consequently, MBM interventions not only affect measurable outcomes, such as mindfulness, perceived stress, and empathy, but may also influence how students relate to themselves and others, the medical field, and their role as doctors. This supports previous qualitative research conducted by Saunders et al. (2017) at GUSOM, who reported meaningful social connections, self-discovery, and an increased valuing of the doctor-patient relationship as central themes of their study. In this study, data triangulation located a central dynamic of these findings in a reciprocative process between self and the other (see Fig. 1) fostered by meaningful encounters between individual participants and the group. Maclaughlin BW, Wang D, Noone AM, et al. Stress biomarkers in medical students participating in a mind body medicine skills program. Evid Based Complement Alternat Med. 2011;2011:950461. Brown KW, Ryan RM. The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol. 2003;84(4):822–48. At an organizational level, the MBM course structure alternates between individual exercises and shared group reflections.
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Schwarzer R, Jerusalem M. Measures in Health psychology: a user’s portfolio. Causal and control beliefs. Causal and Control Beliefs. 1995;01(011):35–7. This safe space […] has played such an important part for me and […]I want to […] encounter other people, strangers, the way that we encountered each other here. (FGWS18.F3) This study hasn’t shown a meaningful change in MBM course participants’ mental or physical health QoL, as assessed by the SF-12, whereas Esch et al. showed an improvement for mental QoL SF-12 levels in MBM group compared to control [ 13]. Yet it is possible that the SF-12 is not suitable for use in a sample of generally healthy medical students. The SF-36, and its short version SF-12, were originally developed to assess QoL changes in patients with reduced health [ 5, 35] and when tested within a sample of healthy patients, the original SF-36 sub-scales, MCS and PCS, were not always found to be independent [ 27]. Potential MCS changes in our healthy population sample may therefore have been masked.
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Institute for Complementary and Integrative Medicine, University of Zurich and University Hospital Zurich, Zurich, Switzerland This study’s qualitative results show that stress relief and self-regulation were primary motivations, but other motivations, such as professional interest in MBM as a future tool for patient care, have also been reported. It is possible that students motivated primarily by personal stress relief benefit from course participation in a different way from others. Divergent study outcomes may thus be a result of their respective group composition. Hojat M, Vergare MJ, Maxwell K, et al. The devil is in the third year: a longitudinal study of erosion of empathy in medical school. Acad Med. 2009;84(9):1182–91.Our qualitative analysis yielded four distinct main themes: “connections and relationships,” “well-being and stress reduction,” “self-awareness and personal growth,” and “mind-body-medicine in medical education.” Connections and relationships Department of Pediatric Oncology/Hematology, Charité Universitätsmedizin Berlin, corporate member of Freie Universität Berlin, Humboldt-Universität zu Berlin and Berlin Institute of Health, Berlin, Germany Karpowicz SH, Haramati N. Using mind-body medicine for self-awareness and self-care in medical school. J Holist Healthc. 2009;6(Issue 2):p19-22. Qualitative findings corroborate the quantitative results of increased mindfulness, self-reflection, and empathy, providing a narrative that relates these three outcome values. Students’ accounts of their course experience link their exposure to mindfulness and other MBM practices to increased self-reflection, empathy, and recognition of self in the other. An interdependence between individual and group experiences constitutes the core of these findings, present on three levels. (see Fig. 1): BiMGirls | Eraudica | PhotoDromm | Superbe.com | Gallery of Nudes | A-M-O-C | OnlyTease | This Year's Model | Zishy.com | Emily Bloom
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This study was developed based on uncontrolled internal course evaluations conducted by the Institute of Social Medicine at Charité. We performed an exploratory mixed-method evaluation that combined pre-post within-subject quantitative assessments using questionnaires with qualitative semi-standardized focus group interviews. Focus groups were conducted in the same setting as a typical course session. Study participation was voluntary. The study was approved by the ethics committee at the Charité (EA1/159/12, 05.07.2012, amended 06.11.2019). All data collection, analysis, and storage processes were conducted in compliance with the European Directive of Data Protection guidelines. Procedure and participants Joyful brunette treats us with a tempting undressing and exhibition of her all natural figure with juicy natural boobs
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Chen AK, Kumar A, Haramati A. The effect of mind body Medicine course on medical student empathy: a pilot study. Med Educ Online. 2016;21: 31196. Shiralkar MT, Harris TB, Eddins-Folensbee FF, et al. A systematic review of stress-management programs for medical students. Acad Psychiatry. 2013;37(3):158–64.
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Dyrbye LN, Thomas MR, Harper W, et al. The learning environment and medical student burnout: a multicentre study. Med Educ. 2009;43(3):274–82. With a tempting look in her eyes Rosie Danvers slips out of attire to show us her nice ass and torso
Meanwhile, a rising interest in student welfare has sparked an increase in mental health resilience interventions [ 32]. The Mind-Body-Medicine (MBM) course was developed by Dr. Aviat Haramati and Nanci Hadzouk at Georgetown University of Medicine (GUSOM) to facilitate medical students’ self-care ability by promoting self-awareness and resilience. MBM belongs to the wider field of complementary and integrative medicine (CIM). It “focuses on the interactions among the brain, mind, body, and behavior, and the powerful ways in which emotional, mental, social, spiritual, and behavioral factors can directly affect health” [ 9]. MBM also aims to foster engagement with integrative medicine perspectives on health and healthcare [ 3]. Sociodemographic variables and questionnaire scores were analyzed descriptively. Student’s paired t-test was used to investigate changes in the scores of the above-mentioned questionnaires. Due to its exploratory nature, this study does not determine statistical significance; instead, it attempts to draw conclusions based on a wider picture of quantitative and qualitative data, alongside a triangulation of these datasets. Computed two-sided p-values, where provided, should be regarded as exploratory and are not meant to imply levels of significance. All quantitative data were analyzed using SPSS (version 1.0.0.1406). Qualitative data and analysis The study was approved by the ethics committee at the Charité (EA1/159/12, 05.07.2012, amended 06.11.2019). All data collection, analysis, and storage processes were conducted in compliance with the European Directive of Data Protection guidelines and informed consent was obtained from all participants. Consent for publication Dyrbye LN, Harper W, Durning SJ, et al. Patterns of distress in US medical students. Med Teach. 2011;33(10):834–9.
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