Breath–Body–Mind Core Techniques to Manage Medical Student Stress
Objectives This pilot study evaluated the feasibility of a live, interactive, synchronous, online, manualized intervention, Breath–Body–Mind Introductory Course (BBM-IC), for medical students. BBM-IC includes breathing, movement, and attention-focus techniques for stress management and better emotio...
| Main Authors: | , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2023-11-01
|
| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.1177/23821205231212056 |
| _version_ | 1797632603404107776 |
|---|---|
| author | Patricia L Gerbarg Yaidy L Cruz-Cordero Vincent A Conte Martha E García Angel Braña Estela S Estape Richard P Brown |
| author_facet | Patricia L Gerbarg Yaidy L Cruz-Cordero Vincent A Conte Martha E García Angel Braña Estela S Estape Richard P Brown |
| author_sort | Patricia L Gerbarg |
| collection | DOAJ |
| description | Objectives This pilot study evaluated the feasibility of a live, interactive, synchronous, online, manualized intervention, Breath–Body–Mind Introductory Course (BBM-IC), for medical students. BBM-IC includes breathing, movement, and attention-focus techniques for stress management and better emotion regulation, energy, sleep, and mental focus. Methods Medical students attending a 2-h BBM demonstration were invited to participate in the 12-h BBM-IC and weekly 45-min 6-week group practice. Measures were obtained using Survey Monkey: patient health questionnaire (PHQ9), generalized anxiety disorder-7 (GAD-7), exercise-induced feeling inventory (EFI), sleep quality scale (SQS), and body perception questionnaire-short form (BPQ-SF) at pre-BBM-IC (T1), post-BBM-IC (T2), and 6 weeks post (T3). Perceived stress scale (PSS) and meditation practices questionnaire (MPQ) were measured at baseline (T1) only. Results Twelve medical students participated in BBM-IC 4-h daily for 3 days. Six attended practice sessions and completed 6-week post-tests. Mean scores comparison identified two variable sets with significant improvements: EFI tranquility ( p < .005) and supradiaphragmatic reactivity ( p < .040). Two measures reached near significance: SQS ( p ≤ .060) and PHQ9 ( p ≤ .078). Conclusion This pilot study provided preliminary evidence that BBM-IC may reduce stress and anxiety symptoms while improving mood, energy, mental focus, and other correlates of psychophysiological state in medical students. Taking time for self-care is challenging for medical students, as reflected in the small study enrollment. Designating time for BBM as a requirement within the medical curriculum would probably enable more students to participate and acquire skills to reduce the effects of stress on their physical and psychological health, as well as the health of their patients. |
| first_indexed | 2024-03-11T11:39:12Z |
| format | Article |
| id | doaj.art-086322cf01df46e0bb482e30bbe6efa0 |
| institution | Directory Open Access Journal |
| issn | 2382-1205 |
| language | English |
| last_indexed | 2024-03-11T11:39:12Z |
| publishDate | 2023-11-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj.art-086322cf01df46e0bb482e30bbe6efa02023-11-10T06:34:08ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052023-11-011010.1177/23821205231212056Breath–Body–Mind Core Techniques to Manage Medical Student StressPatricia L Gerbarg0Yaidy L Cruz-Cordero1Vincent A Conte2Martha E García3Angel Braña4Estela S Estape5Richard P Brown6 Clinical Psychiatry, , Valhalla, New York, USA. , Caguas, Puerto Rico Frank G. Zarb School of Business, , Hempstead, New York, USA Health Humanities Program, , Caguas, Puerto Rico , Caguas, Puerto Rico Research Center, , Caguas, Puerto Rico Department of Clinical Psychiatry, Columbia University, Vagelos College of Physicians and Surgeons, New York, USAObjectives This pilot study evaluated the feasibility of a live, interactive, synchronous, online, manualized intervention, Breath–Body–Mind Introductory Course (BBM-IC), for medical students. BBM-IC includes breathing, movement, and attention-focus techniques for stress management and better emotion regulation, energy, sleep, and mental focus. Methods Medical students attending a 2-h BBM demonstration were invited to participate in the 12-h BBM-IC and weekly 45-min 6-week group practice. Measures were obtained using Survey Monkey: patient health questionnaire (PHQ9), generalized anxiety disorder-7 (GAD-7), exercise-induced feeling inventory (EFI), sleep quality scale (SQS), and body perception questionnaire-short form (BPQ-SF) at pre-BBM-IC (T1), post-BBM-IC (T2), and 6 weeks post (T3). Perceived stress scale (PSS) and meditation practices questionnaire (MPQ) were measured at baseline (T1) only. Results Twelve medical students participated in BBM-IC 4-h daily for 3 days. Six attended practice sessions and completed 6-week post-tests. Mean scores comparison identified two variable sets with significant improvements: EFI tranquility ( p < .005) and supradiaphragmatic reactivity ( p < .040). Two measures reached near significance: SQS ( p ≤ .060) and PHQ9 ( p ≤ .078). Conclusion This pilot study provided preliminary evidence that BBM-IC may reduce stress and anxiety symptoms while improving mood, energy, mental focus, and other correlates of psychophysiological state in medical students. Taking time for self-care is challenging for medical students, as reflected in the small study enrollment. Designating time for BBM as a requirement within the medical curriculum would probably enable more students to participate and acquire skills to reduce the effects of stress on their physical and psychological health, as well as the health of their patients.https://doi.org/10.1177/23821205231212056 |
| spellingShingle | Patricia L Gerbarg Yaidy L Cruz-Cordero Vincent A Conte Martha E García Angel Braña Estela S Estape Richard P Brown Breath–Body–Mind Core Techniques to Manage Medical Student Stress Journal of Medical Education and Curricular Development |
| title | Breath–Body–Mind Core Techniques to Manage Medical Student Stress |
| title_full | Breath–Body–Mind Core Techniques to Manage Medical Student Stress |
| title_fullStr | Breath–Body–Mind Core Techniques to Manage Medical Student Stress |
| title_full_unstemmed | Breath–Body–Mind Core Techniques to Manage Medical Student Stress |
| title_short | Breath–Body–Mind Core Techniques to Manage Medical Student Stress |
| title_sort | breath body mind core techniques to manage medical student stress |
| url | https://doi.org/10.1177/23821205231212056 |
| work_keys_str_mv | AT patricialgerbarg breathbodymindcoretechniquestomanagemedicalstudentstress AT yaidylcruzcordero breathbodymindcoretechniquestomanagemedicalstudentstress AT vincentaconte breathbodymindcoretechniquestomanagemedicalstudentstress AT marthaegarcia breathbodymindcoretechniquestomanagemedicalstudentstress AT angelbrana breathbodymindcoretechniquestomanagemedicalstudentstress AT estelasestape breathbodymindcoretechniquestomanagemedicalstudentstress AT richardpbrown breathbodymindcoretechniquestomanagemedicalstudentstress |