Centre for University Teaching and Learning, University of Helsinki, P.O. Box 21, 00014, Helsinki, Finland.
Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland.
Adv Health Sci Educ Theory Pract. 2022 Aug;27(3):709-734. doi: 10.1007/s10459-022-10116-8. Epub 2022 May 3.
We investigated the short- and long-term effects of two different evidence-based mindfulness training on students' stress and well-being. A randomised controlled trial with three measurement points (baseline, post-intervention, and 4 months post-intervention) was conducted among undergraduate students of medicine, dentistry, psychology, and logopaedics at the University of Helsinki. The participants were randomly assigned into three groups: (1) face-to-face mindfulness training based on the Mindfulness Skills for Students course (n = 40), (2) a web-based Student Compass program using Mindfulness and Acceptance and Commitment therapy (n = 22), and (3) a control group that received mental health support as usual (n = 40). The primary outcome was psychological distress measured using the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE-OM). Secondary outcomes included hair cortisol concentrations and a wide range of well-being indicators. Psychological distress increased in all the groups from baseline to post-intervention, but significantly less so in the intervention groups than in the control group. At 4-month follow-up, were found no differences between the primary outcomes of the control and intervention groups, but the participants who continued practising mindfulness at least twice a week were less stressed than the others. Our results suggest that participating in a mindfulness course may mitigate health care students' psychological distress during the academic year, but only if the participants continue practising mindfulness at least twice a week.
我们研究了两种不同的基于证据的正念训练对学生压力和幸福感的短期和长期影响。在赫尔辛基大学，对医学、牙科、心理学和言语治疗学的本科生进行了一项具有三个测量点（基线、干预后和干预后 4 个月）的随机对照试验。参与者被随机分配到三个组：（1）基于正念技能课程的面对面正念训练（n=40），（2）使用正念和接纳与承诺疗法的基于网络的学生指南针计划（n=22），和（3）接受常规心理健康支持的对照组（n=40）。主要结果是使用临床结果在常规评估结果测量（CORE-OM）测量的心理困扰。次要结果包括头发皮质醇浓度和广泛的幸福感指标。所有组的心理困扰都从基线到干预后增加，但干预组比对照组明显减少。在 4 个月的随访中，发现对照组和干预组的主要结果之间没有差异，但至少每周两次继续练习正念的参与者比其他人压力更小。我们的研究结果表明，参加正念课程可能会减轻医学生在学年期间的心理困扰，但前提是参与者每周至少继续练习正念两次。
