Mindfulness-Based Interventions for Psychological Stress in Medical Students: A Systematic Review
Ana Leonor Couto, Daniel Humberto Pozza, Ricardo João Teixeira, Isaura Tavares
Healthcare July 2, 2026 DOI: 10.3390/healthcare14131961 (opens in new tab) via OpenAlex
Summary
AI-generated from the abstractA systematic review of 21 studies (14 randomized controlled trials and 7 non-randomized studies) suggests that Mindfulness-Based Interventions, primarily Mindfulness-Based Stress Reduction and Compassion Cultivation Training, may reduce psychological stress in medical students. The interventions varied in type, format, and duration. The authors argue that integrating mindfulness into medical education could promote psychological resilience, but note that further research is needed to address methodological gaps.
Study at a glance
| Characteristics | Systematic review Randomized Peer reviewed |
|---|---|
| Population | Medical students |
| Interventions | Mindfulness-Based Stress Reduction Compassion Cultivation Training |
| Topics | Meditation |
| Keywords | Psychological intervention Mindfulness-based stress reduction Inclusion mineral Randomized controlled trial Systematic review |
| Key finding | Mindfulness-Based Interventions may reduce psychological stress in medical students, though the evidence is limited by methodological heterogeneity. |
Abstract
Background/Objectives: Medical students are frequently exposed to high levels of psychological stress due to demanding academic workloads and individual responsibilities. Mindfulness-Based Interventions (MBIs) have been increasingly explored as strategies to improve mental well-being of this population. The objective of this systematic review is to evaluate the effects of MBIs on psychological stress among medical students. Methods: A systematic search of three databases (PubMed, Scopus, and Web of Science) was conducted following PRISMA guidelines upon protocol registration in PROSPERO. Randomized controlled trials (RCTs) and non-randomized studies assessing mindfulness interventions in medical students were included. Risk of bias was evaluated using the Cochrane RoB 2 tool for RCTs and the ROBINS-I tool for non-randomized studies. Results: Twenty-one studies met the inclusion criteria, including fourteen RCTs and seven non-randomized studies. The types of MBIs were variable between the included studies, including mainly Mindfulness-Based Stress Reduction (MBSR) but also Compassion Cultivation Training (CCT). The interventions were also heterogeneous in what concerns duration and format. Conclusions: Although further research is required to address current methodological gaps, namely the variable types, formats, and duration of MBIs, this study suggests putative benefits of integrating mindfulness into medical education to promote psychological resilience.