A longitudinal study of students' perceptions of using deep breathing meditation to reduce testing stresses.
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.


METHODS
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.


RESULTS
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.
Paul
Gina
G
Medical Dental Preparatory Program, Southern Illinois University School of Medicine, Carbondale, Illinois 62901-4323, USA. rpaul@siumed.edu
Elam
Barb
B
Verhulst
Steven J
SJ
D001945:Breathing Exercises; D004521:Educational Measurement; D005260:Female; D006801:Humans; D007087:Illinois; D008137:Longitudinal Studies; D008297:Male; D008913:Minority Groups; D013315:Stress, Psychological; D013337:Students, Medical / Q000523:psychology*