Evaluation of inflammatory markers in the practice of meditation in students of medicine: controlled clinical trial

INTRODUCTION Stress, depression and anxious symptoms are more pronounced in medical students than in students in other courses. Chronic psychological stressors are associated with inflammation. The markers considered most evident for low-grade chronic inflammation associated with diseases are pro inflammatory cytokines and C-reactive protein (CRP). OBJECTIVE To evaluate the effects of a course of stress reduction and empathy development in medical students (REDEMED) through inflammatory markers. METHODS Controlled clinical trial, whose sample consisted of 55 students of the active group, who performed eight weekly classes of two hours of meditation techniques and exercises to explore interpersonal experiences, and 54 students who composed the control group. Blood was taken from both groups before and after the eight-week course for analysis of inflammatory markers: C-reactive protein (CRP) and tumor necrosis factor-alpha (TNF-α). RESULTS Due to loss of students to follow-up and problems with processing some blood samples, analysis included results from only 31 from the active group and 29 from the control group. There were no significant differences between the control and active groups in relation to the inflammatory markers PCR and TNF-α. DISCUSSION REDEMED did not present significant alterations of the inflammatory markers evaluated in this group of medical students in the evaluated period. Investigations of different biomarkers and other categories (genetic, neurobiological, etc.) could be carried out for the same purpose.(AU)

How does a meditation course impact on the empathy level of medical students?

Objective: To investigate the empathy levels throughout the years of graduation on medical students before and after a course of Stress Reduction and Empathy Development (REDEMED). METHODThe course was comprised of eight two hour meetings, where meditation practices and group activities focused on interpersonal skills were proposed. Thirty-one students who completed the course composed the active group, while 29 students were in the control group. RESULTSThe mean scores of the JSE-S for the active group before and after the course were, respectively: 1st year: 118.5 and 123; 2nd year: 120 and 124; 3rd year: 123 and 126; 4th year: 122.5 and 131; 5th and 6th years: 128 and 127. In the control group, the mean initial scores and the scores after 9 weeks were: 1st year: 120.5 and 115; 2nd year: 115 and 118; 3rd year: 114 and 116; 4th: 111.5 and 114.5; 5th and 6th years: 116 and 115. When analyzing by graduation year, the first year of medical school was the only group that presented a significant difference in change of JSE-S (p: 0.001) when compared to the control group of the same year. DISCUSSION Completing the REDEMED course proved to be effective in the development of empathy among students.(AU)

A stress reduction course impact on medical students of different graduation years

OBJECTIVE To investigate the impact of a stress reduction and empathy development course (REDEMED) on perceived stress levels of medical students in different undergraduate years. METHOD Medical students from the 1st to the 6th year were invited to an initial lecture in which the REDEMED course program was presented (8 weekly meetings of 2 hours duration about interpersonal experiences and meditation). Stakeholders comprised the active group (n = 31) and other volunteer students constituted the control group (n = 29). RESULTSThe mean scores in the PSS of the active group at week 0 and at week 9 were, respectively: 1st year (34.5 and 24); 2nd year (30 and 22); 3rd year (34 and 24) 4th (27.5 and 20); 5th and 6th year combined (27 and 25). In the control group, the initial and final mean scores were respectively: 1st year (27 and 29); 2nd year (28 and 25) 3rd year (26 and 24); 4th (30.5 and 27.5); 5th and 6th combined (30 and 25). The first year of medical school students was the only group that presented a significant stress variation (p: 0.000) when compared to the control group of the same year. DISCUSSIONThis strategy could be used in undergraduate medical coursesto help on stress symptoms reduction especially at the beginningof the course when it presented greater impact. (AU)