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Cited by 224Mindfulness and Compassion InterventionsHealthcare professionals’ stress and burnoutInnovations in Medical Education

The DOI matches its Crossref record; 39 of the 40 references it cites were found in a registry or an index.

Mindfulness interventions in medical education: A systematic review of their impact on medical student stress, depression, fatigue and burnout

Open access
Daya, Zahra, Hearn, Jasmine Heath·2018·Medical Teacher
DOI 10.1080/0142159x.2017.1394999
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Abstract

INTRODUCTION: Mindfulness-based interventions (MBIs) have gained popularity in medical education. A systematic review was conducted to determine the effectiveness of MBIs for reducing psychological distress in undergraduate medical students. METHODS: A search protocol was conducted using online databases Embase, PubMed, PsycINFO, and MEDLINE. Articles were required to meet the following criteria to be included: (1) describe a MBI or use of mindfulness exercises as part of an intervention, (2) include at least one of: stress, burnout, fatigue, or depression, as an outcome, (3) include quantitative outcomes, and (4) published in English in a peer-reviewed journal. RESULTS: Twelve articles were reviewed. Seven studies reported improvements in at least one targeted outcome. Four of seven studies exploring the impact on stress reported improvements. Five articles studying depression reported reductions. One study exploring burnout reported a decrease on a single subscale. Only one study measured the impact on fatigue (no change reported). Half of studies reviewed included predominantly female samples. CONCLUSIONS: Mixed evidence was found for the use of MBIs for reducing psychological distress in undergraduate medical students. Future work should aim to clarify the impact of mindfulness on burnout and fatigue, and explore the replicability of improvements in male medical students alone.

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Research works printed but not linked: 4

  1. Li CE, 2006, Adolescence, 41, 409
  2. Mason O, 2001, Br J Clin Psychol, 74, 197
  3. Rohan KJ., 2003, Psychiatry, 66, 272
  4. Turakitwanakan W, 2013, J Med Assoc Thai, 96, S90

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Metadata

Authors
Daya, Z., & Hearn, J. H.
Affiliations
University of Buckingham (GB)
Corresponding author
Hearn, Jasmine Heath
ORCID
Hearn, Jasmine Heath
Venue
Medical Teacher
Publisher
Informa UK Limited
Published
2017-11-07
Volume
40
Issue
2
Pages
146-153
ISSN
  • 0142-159X (ISSN-L)
  • 1466-187X
DOI
10.1080/0142159x.2017.1394999
OpenAlex
W2767294697
Cited by
224
References
40
Citations by year
2026: 13 · 2025: 19 · 2024: 32 · 2023: 31 · 2022: 37 · 2021: 33 · 2020: 28 · 2019: 23 · 2018: 8
FWCI
2.47
Type
journal article
Language
en
Open access
Locations
  • Medical Teacher (publishedVersion)
  • PubMed (publishedVersion)
  • Figshare (acceptedVersion)
  • e-space (Manchester Metropolitan University) (submittedVersion)
Topics
  • Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
  • Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
  • Social Sciences › Education › Innovations in Medical Education
Keywords
mindfulness-based interventions, medical students, psychological distress, stress, depression, burnout, fatigue, undergraduate medical education, student well-being
MeSH terms
Burnout, Professional, Depression, Education, Medical, Fatigue, Humans, Stress, Psychological, Students, Medical, Mindfulness

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