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Maity S, Abbaspour R, Bandelow S, Pahwa S, Alahdadi T, Shah S, Chhetri P, Jha AK, Nauhria S, Nath R, Nayak N, Nauhria S. The psychosomatic impact of Yoga in medical education: a systematic review and meta-analysis. MEDICAL EDUCATION ONLINE 2024; 29:2364486. [PMID: 38861675 PMCID: PMC11168339 DOI: 10.1080/10872981.2024.2364486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Accepted: 05/31/2024] [Indexed: 06/13/2024]
Abstract
Non-clinical approaches such as meditation, yoga, and mindfulness are popular traditional therapeutical interventions adopted by many educational institutions to improve the physical and mental well-being of learners. This study aimed to evaluate the effectiveness of yoga intervention in improving cardiopulmonary parameters such as blood pressure, heart rate, pulmonary function tests and psychosomatic symptoms such as depression, anxiety and stress in medical and dental students. Using the PRISMA protocol, a search from databases such as PubMed, Scopus, and Embase resulted in 304 relevant articles. After screening the title and abstracts, 47 papers were analyzed thoroughly and included in the qualitative analysis. 18 articles with homogenous statistical data on physiology and psychological parameters were included for meta-analysis. In comparison to the control group, the study showed a significant reduction of systolic blood pressure (SBP: 6.82 mmHg, z = -3.06, p = 0.002), diastolic blood pressure (DBP: 2.92 mmHg, z = -2.22, p = 0.03), and heart rate (HR: 2.55 beats/min, z = -2.77, p = 0.006). Additionally, data from 4 studies yielded a significant overall effect of a stress reduction of 0.77 on standardized assessments due to the yoga intervention (z = 5.29, p < 0.0001). Lastly, the results also showed a significant (z = -2.52, p = 0.01) reduction of 1.2 in standardized anxiety tests in intervention group compared to the control. The findings offer promising prospects for medical educators globally, encouraging them to consider reformation and policymaking in medical curricula to enhance academic success and improve the overall quality of life for medical students worldwide.
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Affiliation(s)
- Sabyasachi Maity
- Department of Physiology, Neuroscience, and Behavioral Sciences, St. George’s University School of Medicine, True Blue, Grenada
| | - Raman Abbaspour
- Department of Electrical Engineering and Computer Science, York University, Toronto, Canada
| | - Stephan Bandelow
- Department of Physiology, Neuroscience, and Behavioral Sciences, St. George’s University School of Medicine, True Blue, Grenada
| | - Sehaj Pahwa
- Medical Student Research Institute, St. George’s University School of Medicine, True Blue, Grenada
| | - Taraneh Alahdadi
- Medical Student Research Institute, St. George’s University School of Medicine, True Blue, Grenada
| | - Sharan Shah
- Medical Student Research Institute, St. George’s University School of Medicine, True Blue, Grenada
| | - Praghosh Chhetri
- Department of Physiology, St. Matthew’s University School of Medicine, Georgetown, Cayman Islands
| | - Ameet Kumar Jha
- Department of Anatomical Sciences, St. Matthew’s University School of Medicine, Georgetown, Cayman Islands
| | - Shreya Nauhria
- Department of Child Protection, Cayman Islands Red Cross, Georgetown, Cayman Islands
| | - Reetuparna Nath
- Department of Education Service, St. George’s University School of Medicine, True Blue, Grenada
| | - Narendra Nayak
- Department of Microbiology, St. Matthew’s University School of Medicine, Georgetown, Cayman Islands
| | - Samal Nauhria
- Department of Pathology, St. Matthew’s University School of Medicine, Georgetown, Cayman Islands
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Izumi M, Akifusa S. Relationship between Self-Compassion and Uneasiness about the Professional Future among Dental Hygiene Students: A Cross-Sectional Study. Int J Dent 2023; 2023:8880952. [PMID: 37811526 PMCID: PMC10551523 DOI: 10.1155/2023/8880952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Revised: 08/10/2023] [Accepted: 09/09/2023] [Indexed: 10/10/2023] Open
Abstract
Purpose To examine the self-compassion of dental hygiene students in Japan and the correlation between their self-compassion and uneasiness about their professional future. Methods This study was conducted from May to September 2021. Students were invited from three colleges and one university in Fukuoka Prefecture to take the survey. Participants provided information regarding demographic variables (e.g., gender and year of study) and answered six questions regarding feeling uneasy about one's future, matters of learning, and what might happen after graduation. Self-compassion was assessed using the Japanese short version of the self-compassion scale (SCS), with the positive- and negative-SCS subdomains. Resilience was measured using the bidimensional resilience scale with the subdomains of innate and acquired resilience. For the statistical analysis, participants were divided into the "yes" group, where members felt uneasy and the "no" group, where members did not feel uneasy. Results Data were obtained from 464 participants (response rate: 96.3%). The scores of total-, positive-, and negative-SCS were 36 (12-56), 18 (6-29), and 19 (6-30), respectively; 55.2% of students felt uneasy about their professional future. There was a statistically significant difference in scores for positive- and negative-SCS and innate resilience between the "yes" and "no" groups. Binomial logistic regression analysis revealed that when negative-SCS increased by one point, the risk of feeling uneasy about one's professional future was 1.12 times higher (95% confidence interval: 1.07-1.17) after adjusting for resilience and the answers to the remaining five questions. Conclusion Our findings suggest that the negative factor of self-compassion is related to increasing the risk of feeling uneasy about one's professional future as a dental hygienist.
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Affiliation(s)
- Maya Izumi
- School of Oral Health Sciences, Kyushu Dental University, 2-6-1, Manazuru, Kokurakita-ku, Kitakyushu-shi, Fukuoka 803-8580, Japan
| | - Sumio Akifusa
- School of Oral Health Sciences, Kyushu Dental University, 2-6-1, Manazuru, Kokurakita-ku, Kitakyushu-shi, Fukuoka 803-8580, Japan
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Matko K, Berghöfer A, Jeitler M, Sedlmeier P, Bringmann HC. Who Benefits Most? Interactions between Personality Traits and Outcomes of Four Incremental Meditation and Yoga Treatments. J Clin Med 2022; 11:4553. [PMID: 35956171 PMCID: PMC9369882 DOI: 10.3390/jcm11154553] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Revised: 07/29/2022] [Accepted: 07/31/2022] [Indexed: 02/04/2023] Open
Abstract
Mind-Body Medicine (MBM) includes a broad range of interventions with proven preventive and clinical value, such as yoga and meditation. However, people differ in their preferences and response to different MBM treatments and it remains unclear who benefits most from what type of practice. Thus, finding moderators of treatment outcome seems to be a promising approach. This was the aim of the present study. We conducted a single-case multiple-baseline study investigating the outcomes and moderators of four different MBM treatments. Fifty-seven healthy participants with no prior experience were randomly assigned to three baselines (7, 14, and 21 days) and four eight-week treatments: mantra meditation alone, meditation plus physical yoga, meditation plus ethical education and meditation plus yoga and ethical education. We analysed the data using effect size estimation, multiple regression and cluster analyses. High anxiety, high absorption, low spirituality, low openness and younger age were associated with a range of positive outcomes, such as increased wellbeing or decentering and decreased mind wandering. Receiving ethical education consistently improved wellbeing, while engaging in physical yoga reduced mind wandering. In the cluster analysis, we found that participants with a more maladaptive personality structure enhanced their emotion regulation skills more. Consequently, people do differ in their response to MBM interventions and more vulnerable people, or those high in absorption, seem to benefit more. These findings could support the development of custom-tailored MBM interventions and help clinicians to make scientifically sound recommendations for their patients.
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Affiliation(s)
- Karin Matko
- Institute of Psychology, Chemnitz University of Technology, 09120 Chemnitz, Germany
| | - Anne Berghöfer
- Institute of Social Medicine, Epidemiology and Health Economics, Charité—Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117 Berlin, Germany
| | - Michael Jeitler
- Institute of Social Medicine, Epidemiology and Health Economics, Charité—Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117 Berlin, Germany
| | - Peter Sedlmeier
- Institute of Psychology, Chemnitz University of Technology, 09120 Chemnitz, Germany
| | - Holger C. Bringmann
- Institute of Social Medicine, Epidemiology and Health Economics, Charité—Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117 Berlin, Germany
- Department of Psychiatry and Psychotherapy, Krankenhaus Spremberg, 03130 Spremberg, Germany
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Pastan CD. Mind-Body Wellness: A Complement to Dental Education and Professional Development. Int J Yoga 2021; 14:239-243. [PMID: 35017866 PMCID: PMC8691436 DOI: 10.4103/ijoy.ijoy_7_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Revised: 04/04/2021] [Accepted: 04/28/2021] [Indexed: 11/04/2022] Open
Abstract
We strive in dental education to train our students to leave dental school with a skill set that enables them to be competent in diagnosis, treatment planning, and in their technical skills to treat their patients. We do not however train our students in practices to maintain their physical and mental well-being, cope with the demands of the dental school curriculum, and provide a toolbox of skills to manage the stresses of dentistry that will be with them for as long as they practice. The COVID-19 pandemic has added a new layer of stress on dental students and although the topic of wellness has been addressed in various ways in dental school environments, integrating a wellness component that supports our student's vulnerabilities while also teaching skills to build resilience to adversity is a needed and missing component in the dental curriculum. Elective stress management wellness courses have been implemented in dental schools and although this is a promising start, the demands of the dental school curriculum make it a difficult environment to become relaxed, grounded, and focused. Based on 6 years of experience in creating and implementing an integrated wellness program at an academic dental institution, this article aims to outline the benefits and applications for teaching mind-body practices in the dental school curriculum as preventative approaches to maintaining overall student wellness, for developing effective strategies to manage academic and clinical challenges and how it sets the foundation for the health, well-being, and professional mindset of future dentists.
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Affiliation(s)
- Christina DiBona Pastan
- Department of Endodontics and Student Affairs, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
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Grazziotin-Soares R, Ardenghi DM. Exploring mindfulness and artworks/drawings to predict dental students' performance. J Dent Educ 2021; 85:1773-1785. [PMID: 34212390 DOI: 10.1002/jdd.12732] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Revised: 06/01/2021] [Accepted: 06/22/2021] [Indexed: 12/30/2022]
Abstract
PURPOSE/OBJECTIVES To explore and assess self-reported trait mindfulness and artwork/drawings as tools to predict students' performance. METHODS This longitudinal study explored whether year 2 dental students' artwork/drawings produced during the first week of a preclinical endodontics course and Mindfulness Attention Awareness Scale (MAAS) scores could be used as a predictor of performance (grades/rank) at the end of the course. A convergent design of mixed methods approaches was used to integrate the quantitative and qualitative datasets. Qualitative analysis consisted of a multilayered process of thematic analysis of artwork/drawings that was used to generate codes, categories, and themes-according to lower and higher students' grades. Quantitative analysis consisted of statistical correlation between mindfulness scores and final grades. Findings were independently analyzed and further merged to answer our research question. RESULTS The bivariate analysis found nonsignificant relationship between students' grades/rank and mindfulness scores: Pearson's correlation r = -0.097 (p = 0.578) and Spearman's correlation rho = 0.120 (p = 0.494). Codes, categories, and themes resulting from graphical data collected from the artwork/drawings strongly suggested that the higher students' grades group depicted solutions to deal with negative feelings/emotions and presented traits of confidence to reach goals. Artworks produced from students with lower grades left questions, such as in relation to competency in dentistry, unanswered, but at the same time, they seemed to perceive everything as emotion related. Upon merging the findings, we recognized more image components suggestive of positive feelings exuding from the artworks/drawings of higher grades group; but an increase in mindfulness was not associated with increase (or decrease) in final grade. CONCLUSION Feelings/emotions represented in the artwork/drawings produced in the beginning of the course predicted students' performance at the end of the course; however, self-reported trait mindfulness was not correlated with performance.
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