Do as I Do: Physician- and Learner-Led Mind-Body Medicine Group Visits

Moir E, Yang JO, Yao J, Weinlander E.

PRiMER. 2021;5:4. https://doi.org/10.22454/PRiMER.2021.548093

Physician-led Mind-Body Skills Groups for chronic health conditions were evaluated for participant changes in depression, perception of overall mental health, ability to handle stress, sense of control over their condition, impact of their diagnosis on their health, personal/work stress, physical health, and ability to connect with others.

 Read the full text in PRiMER

Impact of Mind–Body Medicine Professional Skills Training on Healthcare Professional Burnout

Weinlander, E. E., Daza, E. J., & Winget, M.

Glob Adv Health Med. 2020 Feb 6;9:2164956120906396.

The impact of a mind-body medicine professional training program on burnout and quality of life in healthcare professionals was evaluated.

Read the full-text article in Global Advances in Health and Medicine

The Integrative Psychiatry Curriculum: Development of an Innovative Model

Ranjbar, N., Ricker, M., & Villagomez, A.

Glob Adv Health Med. 2019;8:2164956119847118.

The development and elements of the Integrative Psychiatry Curriculum (IPC), which included The Center for Mind-Body Medicine’s mind-body skills group (MBSG) model, is described.  

Read the full-text article in Global Advances in Health and Medicine

A Mind–Body Skills Course Among Nursing and Medical Students: A Pathway for an Improved Perception of Self and the Surrounding World

van Vliet, M., Jong, M. C., & Jong, M.

The effect of participation in a Mind–Body (MB) skills course on self-care and self-awareness in medical and nursing students was evaluated.

Glob Qual Nurs Res. 2018;5:2333393618805340.

Read the full text article in Global Qualitative Nursing Research

Long-Term Benefits by a Mind–Body Medicine Skills Course on Perceived Stress and Empathy among Medical and Nursing Students

van Vliet, M., Jong, M., & Jong, M. C.

Med Teach. 2017;39(7):710-719.

The effect of participation in a Mind-Body Medicine (MBM) course on stress, empathy, and self-reflection in medical and nursing students was evaluated.

Read the abstract in Medical Teacher

The Impact of Mind-Body Medicine Facilitation on Affirming and Enhancing Professional Identity in Health Care Professions Faculty

Talisman, N., Harazduk, N., Rush, C., Graves, K., & Haramati, A.

Acad Med. 2015;90(6):780-784.

The impact of facilitating a mind-body medicine course on changes in professional identity, self-awareness, and/or perceived stress was examined.

Read the full text of the article in Academic Medicine

An Adapted, Four-Week Mind-Body Skills Group for Medical Students: Reducing Stress, Increasing Mindfulness, and Enhancing Self-Care 

Greeson, J. M., Toohey, M. J., & Pearce, M. J.

Explore (NY). 2015;11(3):186-192.

A study evaluating the feasibility, acceptability, and initial effectiveness of an adapted, four-week stress management and self-care workshop for medical students.

Read the abstract in Explore

Mind-Body Skills Groups for Medical Students: Reducing Stress, Enhancing Commitment, and Promoting Patient-Centered Care

Gordon, J. S.

BMC Med Educ. 2014;14:198.

This paper describes The Center for Mind-Body Medicine’s Mind-Body Skills Group (MBSG) model, surveys its use in medical schools, summarizes published research on it, and discusses obstacles to successful implementation as well as its benefits.

Read the full text article in BMC Medical Education

Stress Biomarkers in Medical Students Participating in a Mind Body Medicine Skills Program

Amri, H., MacLaughlin, B. W., Wang, D., Noone, A. M., Liu, N., Harazduk, N., & Dutton, M.

Evid Based Complement Alternat Med. 2011;2011:950461 

In this study, the stress-reducing effects of an elective Mind-Body Medicine Skills (MBMS) course was assessed by measuring physiological changes in first-year medical students.

Read the full text article in Evidence-Based Complementary and Alternative Medicine

Effectiveness of CancerGuides®: A Study of an Integrative Cancer Care Training Program for Health Professionals

Staples, J. K., Wilson, A. T., Pierce, B., & Gordon, J. S.

Integr Cancer Ther. 2007;6(1):14-24.

The effect of an integrative cancer care training program on participants’ perception of their professional skills, their mood, use of self care and mind-body modalities, and the acceptance of integrative cancer care at their institutions was assessed.

Read the full text of the article in Integrative Cancer Therapies

Promoting Self-Awareness and Reflection through an Experiential Mind-Body Skills Course for First Year Medical Students

Saunders, P. A., Tractenberg, R. E., Chaterji, R., Amri, H., Harazduk, N., Gordon, J., & Haramati, A.

Med Teach. 2007;29(8):778-784.

An examination of the impact of an 11-week week mind-body skills course on first year medical students’ self-awareness, self-reflection, and self-care.

Read the full text article in Medical Teacher

Anxiety and Stress Reduction in Medical Education: An Intervention

Finkelstein, C., Brownstein, A., Scott, C., & Lan, Y. L. 

Med Educ. 2007;41(3):258-264.

An assessment of the effectiveness of participation in an elective course, ‘Mind-Body Medicine: an Experiential Elective,’ on Year 2 medical students’ anxiety, stress, mood states and depression.

Read the abstract in Medical Education

Effectiveness of a Mind-Body Skills Training Program for Healthcare Professionals

Staples, J. K., & Gordon, J. S.

Altern Ther Health Med. 2005;11(4):36-41.

Healthcare professionals who attended The Center for Mind-Body Medicine’s mind-body medicine training program were surveyed to determine if they were incorporating mind-body skills into their professional or personal practices and whether they had a greater sense of life satisfaction.

Read the full text article (Posted with Permission Alternative Therapies in Health and Medicine)

Currently being Prepared for Publication:

Wellness Training for Providers and Staff at a Community Mental Health Center

A wellness training program was evaluated at Eskenazi Health’s Midtown Community Mental Health Center to determine its effect on professional quality of life, health-promoting lifestyle behaviors, stress, and mood among providers and staff.

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