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The Body in Mind: Understanding Cognitive Processes (Cambridge Studies in Philosophy)

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Participants showed improvement across most quantitative measures, including mindfulness, self-reflection, self-efficacy, and perceived stress. However, there were no changes in participant-reported QoL. Empathy, as an ability to take others’ perspective, showed improvement, as did the sense of distress at experiencing empathy. These outcomes were corroborated by focus groups reporting increases in students’ ability to self-regulate stressful experiences and improve their relationships with themselves and others. Participants also recognized the importance of MBM values in the doctor–patient relationship, patient care, and a more holistic view of medicine. Maclaughlin BW, Wang D, Noone AM, et al. Stress biomarkers in medical students participating in a mind body medicine skills program. Evid Based Complement Alternat Med. 2011;2011:950461. Aukes LC, Geertsma J, Cohen-Schotanus J, et al. The development of a scale to measure personal reflection in medical practice and education. Med Teach. 2007;29(2–3):177–82. Brown KW, Ryan RM. The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol. 2003;84(4):822–48. Klein EM, Brähler E, Dreier M, et al. The german version of the perceived stress scale - psychometric characteristics in a representative german community sample. BMC Psychiatry. 2016;16:159.

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During 2012–2019, uncontrolled quantitative and qualitative data were gathered from 112 student participants. Outcomes including changes in perceived stress (PSS), mindfulness (FMI/MAAS), self-reflection (GRAS), self-efficacy (GSE), empathy (SPF), and health-related quality of life (SF-12) were measured between the first (T0) and last sessions (T1). Qualitative data were obtained in focus groups at course completion and triangulated with quantitative data.Relating to the patient from your own experience] creates a completely different impression than working from book [knowledge].(FGWS16.F1). Well-being & stress reduction

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Güthlin C. Response shift: alte Probleme der Veränderungsmessung, neu angewendet auf gesundheitsbezogene Lebensqualität. Z für Medizinische Psychologie. 2004;13:165–74. Quantitative data were collected through printed and online questionnaires. Participants were asked to complete them before the first and after the last course session. Due to the exploratory nature of this study, no primary or secondary outcomes were predefined; furthermore, no sample size calculation was performed.Ann Dutton M, Arun P, Talley J, et al. Mind–body skills training for improving emotional well-being in medical students. Explore. 2013;9(5):328. Becoming part of the Body in Mind community is an essential for any true admirer of female beauty and nude photos of beautiful women. Always has been; always will. Begin your journey by considering our membership options and remember always to 'think beautiful'. We do. An analysis of course motivation revealed that students’ desire for improved well-being and reduced perception of everyday life stress was a main motivator for participation. Anxiety was commonly reported among participants, brought on by exam periods, feelings of falling behind on academic achievement in a competitive environment, even causing strain on students’ personal lives. Some students complained of experiencing physical symptoms, such as nausea, tinnitus, high blood pressure, and insomnia.

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Self-care strategies for medical students: an uncontrolled mixed-methods evaluation of a mind-body-medicine group course This safe space […] has played such an important part for me and […]I want to […] encounter other people, strangers, the way that we encountered each other here. (FGWS18.F3) Brinkhaus B, Witt C. Making better doctors - using mind-body medicine skills as a self-care element in medical education at the Charite University Medical School. Forsch Komplementmed. 2012;19(1):4–6. I tried to remember the thoughts that would come up [during meditation] and take them with me. I had the feeling, ‘What’s coming up in my mind there […] is really [what is] concerning me at the moment, even if I do not realize it usually’. And that has helped me a lot. (FGWS18.PF)

At baseline, participants scored about one standard deviation above the mean of the standard PSS for German students [ 21], indicating a high stress load (see Table 3). Our qualitative findings indicate that the effects of MBM intervention are deeply embedded in the social framework, discourse, and perspective of its practitioners. Consequently, MBM interventions not only affect measurable outcomes, such as mindfulness, perceived stress, and empathy, but may also influence how students relate to themselves and others, the medical field, and their role as doctors. This supports previous qualitative research conducted by Saunders et al. (2017) at GUSOM, who reported meaningful social connections, self-discovery, and an increased valuing of the doctor-patient relationship as central themes of their study. In this study, data triangulation located a central dynamic of these findings in a reciprocative process between self and the other (see Fig. 1) fostered by meaningful encounters between individual participants and the group.

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