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. Quantitative data were collected through printed and online questionnaires. Participants were asked to complete them before the first and after the last course session. Due to the exploratory nature of this study, no primary or secondary outcomes were predefined; furthermore, no sample size calculation was performed. Hsieh H-F, Shannon SE. Three Approaches to qualitative content analysis. Qual Health Res. 2005;2005(11/01):1277–88. Qualitative findings corroborate the quantitative results of increased mindfulness, self-reflection, and empathy, providing a narrative that relates these three outcome values. Students’ accounts of their course experience link their exposure to mindfulness and other MBM practices to increased self-reflection, empathy, and recognition of self in the other. An interdependence between individual and group experiences constitutes the core of these findings, present on three levels. (see Fig. 1):

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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 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 and informed consent was obtained from all participants. Consent for publication Hojat M, Vergare MJ, Maxwell K, et al. The devil is in the third year: a longitudinal study of erosion of empathy in medical school. Acad Med. 2009;84(9):1182–91. Quek TT, Tam WW, Tran BX, et al. The global prevalence of anxiety among medical students: a Meta-analysis. Int J Environ Res Public Health. 2019;16(15):2735. Ann Dutton M, Arun P, Talley J, et al. Mind–body skills training for improving emotional well-being in medical students. Explore. 2013;9(5):328.Sociodemographic variables and questionnaire scores were analyzed descriptively. Student’s paired t-test was used to investigate changes in the scores of the above-mentioned questionnaires. Due to its exploratory nature, this study does not determine statistical significance; instead, it attempts to draw conclusions based on a wider picture of quantitative and qualitative data, alongside a triangulation of these datasets. Computed two-sided p-values, where provided, should be regarded as exploratory and are not meant to imply levels of significance. All quantitative data were analyzed using SPSS (version 1.0.0.1406). Qualitative data and analysis Self-care strategies for medical students: an uncontrolled mixed-methods evaluation of a mind-body-medicine group course I tried to remember the thoughts that would come up [during meditation] and take them with me. I had the feeling, ‘What’s coming up in my mind there […] is really [what is] concerning me at the moment, even if I do not realize it usually’. And that has helped me a lot. (FGWS18.PF) 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. Meanwhile, a rising interest in student welfare has sparked an increase in mental health resilience interventions [ 32]. The Mind-Body-Medicine (MBM) course was developed by Dr. Aviat Haramati and Nanci Hadzouk at Georgetown University of Medicine (GUSOM) to facilitate medical students’ self-care ability by promoting self-awareness and resilience. MBM belongs to the wider field of complementary and integrative medicine (CIM). It “focuses on the interactions among the brain, mind, body, and behavior, and the powerful ways in which emotional, mental, social, spiritual, and behavioral factors can directly affect health” [ 9]. MBM also aims to foster engagement with integrative medicine perspectives on health and healthcare [ 3].

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Brown KW, Ryan RM. The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol. 2003;84(4):822–48. Institute for Complementary and Integrative Medicine, University of Zurich and University Hospital Zurich, Zurich, SwitzerlandSaunders PA, Tractenberg RE, Chaterji R. Promoting self-awareness and reflection through an experiential mind-body skills course for first year medical students. Med Teach. 2007;29(8):778–84. Becoming part of the Body in Mind community is an essential for any true admirer of female beauty and nude photos of beautiful women. Always has been; always will. Begin your journey by considering our membership options and remember always to 'think beautiful'. We do.