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A Mindfulness Meditation Interventio...

Smith, Bridget Statler.

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A Mindfulness Meditation Intervention to Decrease Stress, Anxiety, and Depression among Medical and Premedical Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Mindfulness Meditation Intervention to Decrease Stress, Anxiety, and Depression among Medical and Premedical Students./
Author:	Smith, Bridget Statler.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	175 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
Contained By:	Dissertations Abstracts International81-07A.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27663073
ISBN:	9781392461181

A Mindfulness Meditation Intervention to Decrease Stress, Anxiety, and Depression among Medical and Premedical Students.
Smith, Bridget Statler.

A Mindfulness Meditation Intervention to Decrease Stress, Anxiety, and Depression among Medical and Premedical Students. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 175 p.

Source: Dissertations Abstracts International, Volume: 81-07, Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2019.

This item must not be sold to any third party vendors.

The challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If excessive stress is left untreated it can result in negative health risks such as depression, anxiety, suicide ideation, and other physiological distress disorders.There are proven ways to reduce the stress levels of students, including eating well, exercise, and peer support. Mindfulness meditation is also known to be a useful method for lowering perceived stress and improve academic performance. This study investigated how participation in a 7-week mindfulness meditation intervention impacts the perceived stress, depression, and anxiety levels of premedical and medical students. Self-regulation theory (Fiske & Taylor, 1991; McClelland et al., 2018) was used as the theoretical framework for this study to indirectly discover if mindfulness meditation is a practice that can improve students' ability to calm themselves when facing high stress situations and to focus their thoughts on a goal.The findings of this study indicate that a brief 7-week mindfulness meditation program can reduce stress, depression, and anxiety among medical and premedical students. Using quantitative repeated measures of ANOVA suggested that there is a statistically significant in the reduction of stress, anxiety, and depression over time of the participants in the treatment group compared to the control group who did not participate in mindfulness meditation intervention. More broadly, mindfulness interventions have the potential for integration into medical school and premedical program settings as well as adding to existing treatment protocols. The results of this study support the current literature on the effectiveness of mindfulness meditation training on stress and improvement in overall well-being. These findings provide evidence to medical education administrators that a stress-reducing mindfulness meditation program can help reduce students' perceived stress levels. Implications for universities administrators are made as well as recommendations for future research.

ISBN: 9781392461181Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Intervention

A Mindfulness Meditation Intervention to Decrease Stress, Anxiety, and Depression among Medical and Premedical Students.
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245 1 0 $a A Mindfulness Meditation Intervention to Decrease Stress, Anxiety, and Depression among Medical and Premedical Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 175 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-07, Section: A.
500 $a Advisor: Bloom, Jennifer L.;DeDonno, Michael.
502 $a Thesis (Ph.D.)--Florida Atlantic University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The challenges inherent in pursuing a medical education can leave many students at risk of experiencing stress and burnout. Premedical and medical students have been found to experience high levels of stress, anxiety, and depression (Fang et al., 2010; Niemi & Vainiomaki, 2006; Vitaliano, Russo, Carr, & Heerwagen, 1984). The sources of stress for premedical and medical students include academic obligations, the financial burden of paying for medical school, and family relationships. If excessive stress is left untreated it can result in negative health risks such as depression, anxiety, suicide ideation, and other physiological distress disorders.There are proven ways to reduce the stress levels of students, including eating well, exercise, and peer support. Mindfulness meditation is also known to be a useful method for lowering perceived stress and improve academic performance. This study investigated how participation in a 7-week mindfulness meditation intervention impacts the perceived stress, depression, and anxiety levels of premedical and medical students. Self-regulation theory (Fiske & Taylor, 1991; McClelland et al., 2018) was used as the theoretical framework for this study to indirectly discover if mindfulness meditation is a practice that can improve students' ability to calm themselves when facing high stress situations and to focus their thoughts on a goal.The findings of this study indicate that a brief 7-week mindfulness meditation program can reduce stress, depression, and anxiety among medical and premedical students. Using quantitative repeated measures of ANOVA suggested that there is a statistically significant in the reduction of stress, anxiety, and depression over time of the participants in the treatment group compared to the control group who did not participate in mindfulness meditation intervention. More broadly, mindfulness interventions have the potential for integration into medical school and premedical program settings as well as adding to existing treatment protocols. The results of this study support the current literature on the effectiveness of mindfulness meditation training on stress and improvement in overall well-being. These findings provide evidence to medical education administrators that a stress-reducing mindfulness meditation program can help reduce students' perceived stress levels. Implications for universities administrators are made as well as recommendations for future research.
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