I. Saunders, P. A., Tractenberg, R. E., Chaterji, R., Amri, H., Harazduk, N., Gordon, J. S., Lumpkin, M., & Haramati, A. Promoting self-awareness and reflection through an experiential Mind-Body Skills course for first year medical students. Medical Teacher, 2007, 29: 778-784.
492 verbatim responses from 82 first year medical students to six open-ended questions were analyzed.
The results show that mind-body skills groups are a highly valued experiential approach to teaching and promoting self-awareness, self-reflection, and self care with an added benefit of increased awareness of the effectiveness of mind-body skills during medical school.
II. James S. Gordon. Mind-body skills groups for medical students: reducing stress, enhancing commitment, and promoting patient-centered care. BMC Medical Education, 2014, 14:198.
This paper describes the model, surveys its use in medical schools, summarizes published research on it, and discusses obstacles to successful implementation as well as its benefits.
Mind-body skills groups have demonstrated their effectiveness on reducing stress in medical students; in enhancing the students’ experience of medical education; and in helping them look forward more confidently and hopefully to becoming physicians. The experience of these 15 institutions may encourage other medical schools to include mind-body skills in their curricula.