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Teach Learn Med. 2007 Summer;19(3):287-92.

A longitudinal study of students' perceptions of using deep breathing meditation to reduce testing stresses.

Author information

  • 1Medical Dental Preparatory Program, Southern Illinois University School of Medicine, Carbondale, Illinois 62901-4323, USA. rpaul@siumed.edu

Abstract

BACKGROUND:

Stress can impact student performance. Yet few medical schools provide students with a consistent opportunity to develop and regularly practice stress reduction techniques to aid them academically.

DESCRIPTION:

A curriculum component designed to assist 64 postbaccalaureate minority students in developing and practicing a stress-management technique was implemented on a regular basis from June 2004 to April 2006. Students participated in Deep Breathing Meditation exercises in two classes and completed pre-, post-, and follow-up surveys each academic year.

EVALUATION:

Students reported having perceptions of decreased test anxiety, nervousness, self-doubt, and concentration loss, using the technique outside of the two classes, and believing it helped them academically and would help them as a physician.

CONCLUSIONS:

The Deep Breathing Meditation technique was successfully implemented each academic year, and it provided students with a promising solution for meeting challenging academic and professional situations.

PMID:
17594225
[PubMed - indexed for MEDLINE]
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