Gerbarg Patricia L, Cruz-Cordero Yaidy L, Conte Vincent A, García Martha E, Braña Angel, Estape Estela S, Brown Richard P
Clinical Psychiatry, New York Medical College, Valhalla, New York, USA.
Student Programs Coordination Office, San Juan Bautista School of Medicine, Caguas, Puerto Rico.
J Med Educ Curric Dev. 2023 Nov 9;10:23821205231212056. doi: 10.1177/23821205231212056. eCollection 2023 Jan-Dec.
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.
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.
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 ( < .005) and supradiaphragmatic reactivity ( < .040). Two measures reached near significance: SQS ( ≤ .060) and PHQ9 ( ≤ .078).
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.
本试点研究评估了一种针对医学生的实时、互动、同步、在线、手册化干预课程——呼吸-身体-心灵入门课程（BBM-IC）的可行性。BBM-IC包括用于压力管理以及更好地调节情绪、精力、睡眠和精神专注力的呼吸、运动和注意力集中技巧。
邀请参加了2小时BBM演示的医学生参与12小时的BBM-IC课程以及为期6周、每周45分钟的小组练习。通过Survey Monkey获取测量数据：在BBM-IC课程前（T1）、BBM-IC课程后（T2）以及课程后6周（T3）使用患者健康问卷（PHQ9）、广泛性焦虑障碍量表（GAD-7）、运动诱发感觉量表（EFI）、睡眠质量量表（SQS）和身体感知问卷简表（BPQ-SF）。仅在基线（T1）时测量感知压力量表（PSS）和冥想练习问卷（MPQ）。
12名医学生参加了为期3天、每天4小时的BBM-IC课程。6名学生参加了练习课程并完成了6周后的测试。平均分数比较确定了两组有显著改善的变量：EFI平静度（<0.005）和膈上反应性（<0.040）。两项测量接近显著水平：SQS（≤0.060）和PHQ9（≤0.078）。
本试点研究提供了初步证据，表明BBM-IC可能减轻医学生的压力和焦虑症状，同时改善情绪、精力、精神专注力以及心理生理状态的其他相关指标。正如小规模的研究招募人数所反映的那样，医学生抽出时间进行自我保健具有挑战性。在医学课程中指定时间将BBM作为一项要求，可能会使更多学生参与并获得技能，以减轻压力对他们身心健康以及患者健康的影响。
