A systematic review of stress-management programs for medical students

Academic Psychiatry

Volumn 37, Issue 3, 2013, Pages 158-164

  Shiralkar, Malan T ^a   Harris, Toi B ^a   Eddins Folensbee, Florence F ^b   Coverdale, John H ^a  

^a BAYLOR COLLEGE OF MEDICINE   (United States)

^b UNIVERSITY OF TEXAS HEALTH SCIENCE CENTER AT SAN ANTONIO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADAPTIVE BEHAVIOR; ALTERNATIVE MEDICINE; BURNOUT; HUMAN; MEDICAL STUDENT; MENTAL STRESS; METHODOLOGY; PSYCHOLOGICAL ASPECT; REVIEW; STATISTICS;

ADAPTATION, PSYCHOLOGICAL; BURNOUT, PROFESSIONAL; HUMANS; MIND-BODY THERAPIES; STRESS, PSYCHOLOGICAL; STUDENTS, MEDICAL;

EID: 84883158779     PISSN: 10429670     EISSN: None     Source Type: Journal    
DOI: 10.1176/appi.ap.12010003     Document Type: Review

References (37)

1. Liaison Committee on Medical Education: Functions and Structure of a Medical School: Standards for Accreditation of Medical Education Programs Leading to the M.D. degree. May 2012; accessed 9/17/12 at http://www.lcme.org/ functions.pdf
2. Dyrbye LN, Thomas MR, Shanafelt TD: Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med 2006; 81:354-373
3. Compton MT, Carrera J, Frank E: Stress and depressive symptoms/dysphoria among U.S. medical students: results from a large, nationally representative survey. J Nerv Ment Dis 2008; 196:891-897
4. Stewart SM, Lam TH, Betson CL, et al: A prospective analysis of stress and academic performance in the first two years of medical school. Med Educ 1999; 33:243-250
5. Dyrbye LN, Massie FS Jr, Eacker A, et al: Relationship between burnout and professional conduct and attitudes among US medical students. JAMA 2010; 304:1173-1180
6. Thomas MR, Dyrbye LN, Huntington JL, et al: How do distress and well-being relate to medical student empathy? a multicenter study. J Gen Intern Med 2007; 22: 177-183
7. Johnson NP, Michels PJ, Thomas JC: Screening tests identify the prevalence of alcohol use among freshman medical students and among students' family of origin. J S C Med Assoc 1990; 86:13-14
8. Newbury-Birch D, Walshaw D, Kamali F: Drink and drugs: from medical students to doctors. Drug Alcohol Depend 2001; 64:265-270
9. Croen LG, Woesner M, Herman M, et al: A longitudinal study of substance use and abuse in a single class of medical students. Acad Med 1997; 72:376-381
10. Dyrbye LN, Thomas MR, Massie FS, et al: Burnout and suicidal ideation among U.S. medical students. Ann Intern Med 2008; 149:334-341
11. Chew-Graham CA, Rogers A, Yassin N: "I wouldn't want it on my CV or their records:" medical students' experiences of help-seeking for mental health problems. Med Educ 2003; 37: 873-880
12. Harden RM, Grant J, Buckley G, et al: Best-evidence medical education. Adv Health Sci Educ Theory Pract 2000; 5:71-90
13. Hart IR, Harden RM: Best-evidence medical education (BEME): a plan for action. Med Teach 2000; 22:131-135
14. Holm M, Tyssen R, Stordal KI, et al: Self-development groups reduce medical school stress: a controlled intervention study. BMC Med Educ 2010; 10:23
15. Simard AA, Henry M: Impact of a short yoga intervention on medical students' health: a pilot study. Med Teach 2009; 31: 950-952
16. Hassed C, de Lisle S, Sullivan G, et al: Enhancing the health of medical students: outcomes of an integrated mindfulness and lifestyle program. Adv Health Sci Educ Theory Pract 2009; 14:387-398
17. Shapiro SL, Schwartz GE, Bonner G: Effects of mindfulnessbased stress reduction on medical and premedical students. J Behav Med 1998; 21:581-599
18. Rosenzweig S, Reibel DK, Greeson JM, et al: Mindfulnessbased stress reduction lowers psychological distress in medical students. Teach Learn Med 2003; 15:88-92
19. Finkelstein C, Brownstein A, Scott C, et al: Anxiety and stress reduction in medical education: an intervention. Med Educ 2007; 41:258-264
20. Warnecke E, Quinn S, Ogden K, et al: A randomised controlled trial of the effects of mindfulness practice on medical student stress levels. Med Educ 2011; 45:381-388
21. Whitehouse WG, Dinges DF, Orne EC, et al: Psychosocial and immune effects of self-hypnosis training for stress management throughout the first semester of medical school. Psychosom Med 1996; 58:249-263
22. Redwood SK, Pollak MH: Student-led stress management program for first-year medical students. Teach Learn Med 2007; 19:42-46
23. Adamson B, Covic T, Lincoln M: Teaching Time and Organizational Management Skills to First-Year Health Science Students: Does Training Make a Difference? Journal of Further and Higher Education 2004; 28:261-276
24. DasGupta S, Charon R: Personal illness narratives: using reflective writing to teach empathy. Acad Med 2004; 79:351-356
25. Austenfeld JL, Paolo AM, Stanton AL: Effects of writing about emotions versus goals on psychological and physical health among third-year medical students. J Pers 2006; 74: 267-286
26. Guthrie EA, Black D, Shaw CM, et al: Psychological stress in medical students: a comparison of two very different university courses. Stress Med 1997; 13:179-184
27. Kiessling C, Schubert B, Scheffner D, et al: First-year medical students' perceptions of stress and support: a comparison between reformed and traditional track curricula. Med Educ 2004; 38:504-509
28. Dare AJ, Petrie KJ, Bagg W: Prepared for practice? medical students' perceptions of a shortened final year medical programme. N Z Med J 2009; 122:32-43
29. Bloodgood RA, Short JG, Jackson JM, et al: A change to pass/ fail grading in the first two years at one medical school results in improved psychological well-being. Acad Med 2009; 84: 655-662
30. Reed DA, Shanafelt TD, Satele DW, et al: Relationship of pass/fail grading and curriculum structure with well-being among preclinical medical students: a multi-institutional study. Acad Med 2011; 86:1367-1373
31. Rohe DE, Barrier PA, Clark MM, et al: The benefits of passfail grading on stress, mood, and group cohesion in medical students. Mayo Clin Proc 2006; 81:1443-1448
32. Ball S, Bax A: Self-care in medical education: effectiveness of health-habits interventions for first-year medical students. Acad Med 2002; 77:911-917
33. Shapiro SL, Shapiro DE, Schwartz GE: Stress management in medical education: a review of the literature. Acad Med 2000; 75:748-759
34. Hammick M, Dornan T, Steinert Y: Conducting a bestevidence systematic review, part 1: from idea to data coding. BEME Guide No. 13. Med Teach 2010; 32:3-15
35. Guyatt GH, Sackett DL, Cook DJ: Users' Guides to the Medical Literature, II: how to use an article about therapy or prevention, B: what were the results and will they help me in caring for my patients? Evidence-Based Medicine Working Group. JAMA 1994; 271:59-63
36. Prideaux D: Researching the outcomes of educational interventions: a matter of design: RTCs have important limitations in evaluating educational interventions. BMJ 2002; 324:126-127
37. Vitaliano PP, Maiuro RD, Mitchell E, et al: Perceived stress in medical school: resistors, persistors, adaptors, and maladaptors. Soc Sci Med 1989; 28:1321-1329