Mindful practice training for medical students’ wellbeing and professional development: the experiences from The University of Hong Kong — YRD
  1. Schedule
  2. Concurrent Session 19 - Paper Session
  3. Mindful practice training for medical students’ wellbeing and professional development: the experiences from The University of Hong Kong

Mindful practice training for medical students’ wellbeing and professional development: the experiences from The University of Hong Kong (69)

Venus P. Y. Wong 1 , Julie Y. Chen 1 , L. C. Chan 1 , Rainbow T. H. Ho 1
  1. The University of Hong Kong, Hong Kong, HK

Background

Mindfulness has been introduced as a mind-body intervention for the patient populations and later for practicing professionals. Given its documented impact on mental wellbeing, it has potential to benefit medical students for stress management and enhancing awareness in medical practice. This study aimed to evaluate the effectiveness of two mindfulness trainings offered in Hong Kong.  

Methodology

In phase 1, 16 medical students from a 4-week mindfulness training were included in the study. Another 16 medical students from other trainings offered during the same period were recruited in the control group. Depression Anxiety Stress Scale (DASS), Mindful Attention Awareness Scale (MAAS) and Scales of Psychological Well Being (PWB) were used to assess the changes.

In phase 2, 23 year 3 medical students joined a 8-session mindfulness training program. General Health Questionnaire-12 (GHQ-12) and General Self-Efficacy Scale (GSE) were used to assess the outcomes. Upon completion of the training, the same questionnaire was administered to all year 3 students. Paired sample t-tests were used to compare the changes.

Results

The results from phase 1 showed significant positive changes in the participants’ autonomy, a sub-scale of PWB. In phase 2, after the training, psychological distress among the participants was significantly lower than the non-participants.

Conclusion

The results informed the appropriateness of the mindful practice training, which becomes a compulsory part of our medical humanities curriculum. Further work is suggested to assess the sustainable effects of regular practices.