MBM courses have been evaluated in studies using various self-reported quantitative scores, qualitative surveys, and stress biomarkers. While it was generally found to reduce stress and promote empathy, self-care, and well-being [ 1, 13, 14, 22, 23, 29, 33], results for respective quantitative measures, such as the Perceived Stress Scale (PSS), were not always consistent across studies [ 7, 13, 33]. Relating to the patient from your own experience] creates a completely different impression than working from book [knowledge].(FGWS16.F1). Well-being & stress reduction BiMGirls | Eraudica | PhotoDromm | Superbe.com | Gallery of Nudes | A-M-O-C | OnlyTease | This Year's Model | Zishy.com | Emily Bloom

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Esch T, Sonntag U, Esch SM, et al. Stress management and mind-body medicine: a randomized controlled longitudinal evaluation of students’ health and effects of a behavioral group intervention at a middle-size german university (SM-MESH). Forsch Komplementmed. 2013;20(2):129–37. Participants showed improvement across most quantitative measures, including mindfulness, self-reflection, self-efficacy, and perceived stress. However, there were no changes in participant-reported QoL. Empathy, as an ability to take others’ perspective, showed improvement, as did the sense of distress at experiencing empathy. These outcomes were corroborated by focus groups reporting increases in students’ ability to self-regulate stressful experiences and improve their relationships with themselves and others. Participants also recognized the importance of MBM values in the doctor–patient relationship, patient care, and a more holistic view of medicine. Institute for Complementary and Integrative Medicine, University of Zurich and University Hospital Zurich, Zurich, Switzerland Schwartz CE, Rapkin BD, et al. Reconsidering the psychometrics of quality of life assessment in light of response shift and appraisal. Health Qual Life Outcomes. 2004;2(1):16.

Karpowicz SH, Haramati N. Using mind-body medicine for self-awareness and self-care in medical school. J Holist Healthc. 2009;6(Issue 2):p19-22. Dyrbye LN, Thomas MR, Harper W, et al. The learning environment and medical student burnout: a multicentre study. Med Educ. 2009;43(3):274–82. Our qualitative analysis yielded four distinct main themes: “connections and relationships,” “well-being and stress reduction,” “self-awareness and personal growth,” and “mind-body-medicine in medical education.” Connections and relationships

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Dyrbye LN, Thomas MR, Huntington JL, et al. Personal life events and medical student burnout: a multicenter study. Acad Med. 2006;81(4):374–84. At an organizational level, the MBM course structure alternates between individual exercises and shared group reflections. An analysis of course motivation revealed that students’ desire for improved well-being and reduced perception of everyday life stress was a main motivator for participation. Anxiety was commonly reported among participants, brought on by exam periods, feelings of falling behind on academic achievement in a competitive environment, even causing strain on students’ personal lives. Some students complained of experiencing physical symptoms, such as nausea, tinnitus, high blood pressure, and insomnia.This study was developed based on uncontrolled internal course evaluations conducted by the Institute of Social Medicine at Charité. We performed an exploratory mixed-method evaluation that combined pre-post within-subject quantitative assessments using questionnaires with qualitative semi-standardized focus group interviews. Focus groups were conducted in the same setting as a typical course session. Study participation was voluntary. The study was approved by the ethics committee at the Charité (EA1/159/12, 05.07.2012, amended 06.11.2019). All data collection, analysis, and storage processes were conducted in compliance with the European Directive of Data Protection guidelines. Procedure and participants