A Longitudinal Study of Students' Perceptions of Using Deep Breathing Meditation to Reduce Testing Stresses
Gina Paul, Barb Elam, Steven J. Verhulst
Teaching and Learning in Medicine June 19, 2007 DOI: 10.1080/10401330701366754 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Pre-post survey with follow-up Longitudinal Peer reviewed |
|---|---|
| Sample size | 64 |
| Population | Postbaccalaureate minority students |
| Intervention | Deep Breathing Meditation |
| Duration | June 2004 to April 2006 |
| Topics | Meditation |
| Citations | 135 |
| Key findings | Students who practiced deep breathing meditation reported decreased test anxiety, nervousness, self-doubt, and concentration loss, and believed the technique helped them academically and professionally. |
Abstract
Background: Stress can impact student performance. Yet few medical schools provide students with a consistent opportunity to develop and regularly practice stress reduction techniques to aid them academically. DESCRIPTION: A curriculum component designed to assist 64 postbaccalaureate minority students in developing and practicing a stress-management technique was implemented on a regular basis from June 2004 to April 2006. Students participated in Deep Breathing Meditation exercises in two classes and completed pre-, post-, and follow-up surveys each academic year. EVALUATION: Students reported having perceptions of decreased test anxiety, nervousness, self-doubt, and concentration loss, using the technique outside of the two classes, and believing it helped them academically and would help them as a physician.
Conclusions: The Deep Breathing Meditation technique was successfully implemented each academic year, and it provided students with a promising solution for meeting challenging academic and professional situations.