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Med Teach. 2007 Oct;29(8):778-84. Epub 2007 Sep 27.

Promoting self-awareness and reflection through an experiential mind-body skills course for first year medical students.

Author information

  • 1Department of Neurology, Georgetown University, Washington, DC 20057, USA. saunderp@georgetown.edu

Abstract

BACKGROUND:

This research examines student evaluations of their experience and attitudes in an 11 week mind-body skills course for first year medical students.

AIMS:

The aim is to understand the impact of this course on students' self-awareness, self-reflection, and self-care as part of their medical education experience.

METHODS:

This study uses a qualitative content analysis approach to data analysis. The data are 492 verbatim responses from 82 students to six open-ended questions about the students' experiences and attitudes after a mind-body skills course. These questions queried students' attitudes about mind-body medicine, complementary medicine, and their future as physicians using these approaches.

RESULTS:

The data revealed five central themes in students' responses: connections, self discovery, stress relief, learning, and medical education.

CONCLUSIONS:

Mind-body skills groups represent an experiential approach to teaching mind-body techniques that can enable students to achieve self-awareness and self-reflection in order to engage in self-care and to gain exposure to mind-body medicine while in medical school.

PMID:
17852720
[PubMed - indexed for MEDLINE]
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