School of Medicine, Federal University of Juiz de Fora, Juiz de Fora, MG, Brazil.
J Gen Intern Med. 2020 Mar;35(3):672-678. doi: 10.1007/s11606-019-05284-0. Epub 2019 Aug 26.
Teaching mindfulness techniques has been used in the attempt to prevent mental health problems in medical students. Although it has already shown promising results when offered to volunteers, the use as a required strategy is still controversial.
To verify the efficacy of teaching mindfulness techniques to large groups when made part of a required discipline at the beginning of medical training.
Randomized controlled trial PARTICIPANTS: First-year medical students at the Federal University of Juiz de Fora, Brazil METHOD: Students were randomized into two groups: an intervention group (receiving a 6-week mindfulness protocol) and a control group (given a 6-week course containing organizational aspects of the medical school).
Intervention and control groups were compared on the levels of quality of life (WHOQOL-Bref), stress, anxiety and depression (DASS 21) and the facets of mindfulness (FFMQ) at baseline and at the end of the intervention.
A total of 141 students were included in the study, 70 in the intervention group and 71 in the control group. No significant differences were found between the intervention and control groups in all mental health, quality of life, and FFMQ scores (Cohen's d = 0.01 to 0.14). Likewise, no significant gains in mental health measures, quality of life, and FFMQ were identified in the intervention group when compared with the control group (Cohen's d = 0.02 to 0.33).
The incorporation of a required mindfulness course for large groups in the curriculum during the first semester of medical training was not associated with an improvement on medical students' mental health and quality of life.
NCT03132597.
教授正念技巧已被用于尝试预防医学生的心理健康问题。虽然在志愿者中提供时已经显示出有希望的结果，但作为必修策略的使用仍存在争议。
验证在医学培训开始时将正念技巧作为必修学科的一部分教授给大群体的效果。
随机对照试验
巴西茹伊斯迪福拉联邦大学的一年级医学生
学生随机分为两组：干预组（接受 6 周正念方案）和对照组（接受 6 周包含医学院组织方面的课程）。
在基线和干预结束时，干预组和对照组在生活质量（WHOQOL-Bref）、压力、焦虑和抑郁（DASS 21）以及正念的各个方面（FFMQ）方面进行比较。
共有 141 名学生纳入研究，干预组 70 名，对照组 71 名。干预组和对照组在所有心理健康、生活质量和 FFMQ 评分方面均无显著差异（Cohen's d = 0.01 至 0.14）。同样，与对照组相比，干预组在心理健康措施、生活质量和 FFMQ 方面也没有显著提高（Cohen's d = 0.02 至 0.33）。
在医学培训的第一学期，将必修正念课程纳入课程对于改善医学生的心理健康和生活质量没有帮助。
NCT03132597。
