Finkelstein Claudia, Brownstein Alice, Scott Craig, Lan Yu-Ling
Department of Medicine, University of Washington, Seattle, WA, USA.
Med Educ. 2007 Mar;41(3):258-64. doi: 10.1111/j.1365-2929.2007.02685.x.
To assess the effectiveness of a stress reduction elective on Year 2 medical students and to assess the sustainability of any noted improvement.
A new elective entitled 'Mind-Body Medicine: an Experiential Elective' was offered to Year 2 medical students. It was based on a course developed by the Center for Mind-Body Medicine. Enrolled students were surveyed on the first (time 1) and last (time 2) days of the elective and again 3 months later (time 3). Four validated self-report instruments were used to examine effects on anxiety, stress, mood states and depression. A comparison group of non-enrolled classmates completed the same instruments during the same timeframes. The study began in autumn 2004 and ended in June 2005.
Participating students had higher initial anxiety scores than students in the comparison group. Anxiety in the study group declined significantly during the course, with enrolled students becoming indistinguishable from non-enrolled counterparts. These decreased anxiety levels were sustained for 3 months following the conclusion of the course.
This elective was successful in attracting students who were more anxious than their peers. Enrolees had higher baseline anxiety levels than their peers. The course decreased anxiety levels. The significant drop in anxiety scores of the study group suggests that this mind-body elective was an effective way to decrease anxiety in these pre-clinical medical students. Decreases in anxiety were sustained 3 months after the course ended, indicating that the benefits of the course may be longlasting.
评估减压选修课对二年级医学生的效果，并评估所观察到的改善效果的可持续性。
为二年级医学生开设了一门名为“身心医学：体验式选修课”的新课。该课程基于身心医学中心开发的一门课程。在选修课的第一天（时间1）和最后一天（时间2）对入学学生进行调查，并在3个月后（时间3）再次调查。使用四种经过验证的自我报告工具来检查对焦虑、压力、情绪状态和抑郁的影响。一组未入学的同学作为对照组，在相同时间内完成相同的工具测试。该研究于2004年秋季开始，2005年6月结束。
参与研究的学生初始焦虑得分高于对照组学生。在课程期间，研究组的焦虑水平显著下降，入学学生与未入学学生没有差异。课程结束后，这些降低的焦虑水平持续了3个月。
该选修课成功吸引了比同龄人更焦虑的学生。入学学生的基线焦虑水平高于同龄人。该课程降低了焦虑水平。研究组焦虑得分的显著下降表明，这门身心选修课是降低这些临床前医学生焦虑的有效方法。课程结束3个月后，焦虑水平持续下降，表明该课程的益处可能是持久的。
