Long-term follow-up of mind-body medicine practices among medical school graduates.

Introduction: We sought to determine the long-term use of mind-body medicine (MBM) skills after graduation from medical school.

Methods: An online survey was sent to Georgetown University School of Medicine (GUSOM) graduates who completed at least one semester of a MBM skills training course. Using a quantitative-qualitative mixed-methods approach, we assessed the personal and professional practices of graduates, and identified factors that may influence practice/training after graduation.

The impact of mind-body medicine facilitation on affirming and enhancing professional identity in health care professions faculty.

Problem: Georgetown University School of Medicine (GUSOM) offers medical students a course in mind-body medicine (MBM) that introduces them to tools that reduce stress and foster self-awareness. Previous studies reported decreases in students' perceived stress and increases in mindfulness-changes that were associated with increased empathic concern and other elements of professional identity formation. However, no reports have described the impact of an MBM course on the facilitators themselves.

Stress biomarkers in medical students participating in a mind body medicine skills program.

Georgetown University School of Medicine offers an elective Mind-Body Medicine Skills (MBMS) course to medical students to promote self-care and self-awareness. Participating medical students reported better management of academic stress and well-being than non-participants. In this study, we sought to assess the stress-reducing effects of MBMS by measuring physiological changes in first-year medical students.

Using complementary and alternative medicine curricular elements to foster medical student self-awareness.

Purpose: To determine the value that the National Center for Complementary and Alternative Medicine (NCCAM)-funded Education Project leaders placed on self-awareness objectives among their curricular activities, to identify projects' rationales for inclusion of self-awareness activities, and to describe curricular elements used to teach self-awareness.

Method: A survey was distributed to the NCCAM Education Project grantees in October 2006. Survey items sought to identify project directors' perceived importance of self-awareness activities in complementary and alternative medicine (CAM) curricula, rationales for inclusion of self-awareness activities, and activities to foster self-awareness.

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

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.