Main Article Content
Objective: This study aims to compare resilience quotient between students given mindfulness-based therapy (Mindfulness Group) and students given advice therapy (Advice Group).
Methods: The study is conducted on the basis of a quasi-experimental design. Two types of the therapy are given to students through a simple random sampling method. There are 40 students in the mindfulness group and 40 students in the advice group. Data are collected in pre-intervention, week 4 and week 8. We used two main assessments: 1) the Suanprung Stress Test-20;SPST-20 and 2) the Resilience Quotient;RQ. Data are analyzed using descriptive statistics, independent sample t-test and paired-sample t-test.
Results: The average stress scores in pre-intervention, week 4, and week 8 of students in the Mindfulness Group were 49.20, 46.30, and 47.98, and those of students in the Advice Group were 47.48, 46.95, and 46.78, respectively. Both groups had no statistical difference (p>0.05). After the intervention, the Mindfulness Group had a resilience quotient of 55.98 at week 4 and 55.48 at week 8, while the Advice Group had a resilience quotient of 55.78 and 55.88, respectively. The comparison of resilience quotient in each aspect between pre-intervention, week 4, and week 8 found that students in the Mindfulness Group had increased resilience quotient regarding problem management in week 8 (p<0.05) but students in the Advice Group had increased resilience quotient regarding encouragement in week 8 (p<0.05), showing that students in the Mindfulness Group and Advice Group had no difference of resilience quotient (p>0.05).
Conclusion: The study results indicated that consultants or advisors should combine mindfulness-based therapy with advice therapy by focusing on students’ needs, which shall lead to the development resilience quotient among students.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ส่งมาลงตีพิมพ์ในวารสารสมาคมจิตแพทย์ ต้องไม่เคยตีพิมพ์หรือได้รับการตอบรับให้ตีพิมพ์ในวารสารฉบับอื่น และต้องไม่อยู่ระหว่างการส่งไปตีพิมพ์ในวารสารอื่น
Dahlin M, Joneborg, N, Runeson B. Stress and depression among medical students: a cross-sectional study. Med Educ 2005;39(6):594–604.
Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med 2006;81(4):354–73.
Schiller JH, Stansfield RB, Belmonte DC, Purkiss JA, Reddy RM, House JB, et al. Medical students' use of different coping strategies and relationship with academic performance in preclinical and clinical years. Teach Learn Med 2018;30(1):15–21.
West CP, Huschka MM, Novotny PJ, Sloan JA, Kolars JC, Habermann TM, et al. Association of perceived medical errors with resident distress and empathy: a prospective longitudinal study. JAMA 2006;296(9):1071–8.
Fahrenkopf AM, Sectish TC, Barger LK, Sharek PJ, Lewin D, Chiang VW, et al. Rates of medication errors among depressed and burnt out residents: prospective cohort study. BMJ 2008;336(7642):488–91.
McKenna E. Business Psychology and Organizational Behavior: A Student's Handbook. 4th ed. East Sussex: Psychology Press; 2006.
Campbell-Sills L, Stein MB. Psychometric analysis and refinement of the Connor-Davidson Resilience Scale (CD-RISC): validation of a 10-item measure of resilience. J Trauma Stress 2007;20(6):1019–28.
Ledesma J. Conceptual frameworks and research models on resilience in leadership. SAGE Open 2014;2:1-10.
Bishop S, Lau M, Shapiro S, Carlson L, Anderson N, Carmody J, Segal Z, Abbey S, Devins G. Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice 2004; 11:230–41.
Epstein RM. Mindful practice. JAMA 1999;282(9):833-9.
Davidson RJ, Kabat-Zinn J, Schumacher J, Rosenkranz M, Muller D, Santorelli SF, et al. Alterations in brain and immune function produced by mindfulness meditation. Psychosom Med 2003;65(4): 564–70.
Williams JMG, & Kabat-Zinn J. Mindfulness: diverse perspectives on its meaning, origins, and multiple applications at the intersection of science and dharma. Contemporary Buddhism 2011;12:1–18.
Bietman BD, Manring J. Theory and practice of psychotherapy integration. In: Gabbard GO, editor. Textbook of psychotherapeutic treatment. Washington, DC: American Psychiatric Association; 2000.
McCown D, Reibel D, Micozzi, MS. Teaching mindfulness: A practical guide for clinicians and educators. New York: Springer; 2011.
Linehan MM. Cognitive-behavioral treatment of borderline personality disorder. New York: Guilford; 1993.
Kabat-Zinn J. Mindfulness meditation: What it is, What it isn’t and its role in health care and medicine. Comparative and psychological study on meditation. Netherlands; 1996.
Hayes S, Strosahl K, Wilson KG. Acceptance and commitment therapy. New York: Guilford; 1999.
Segal ZV, Williams JMG, Teasdale JD. Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York: Guilford; 2002.
Carson J, Carson K, Gil K, Baucom D. Mindfulness based relationship enhancement. Behavior Therapy 2007;35:471–494.
Hassed C, De Lisle S, Sullivan G, Pier C. Enhancing the health of medical students: outcomes of an integrated mindfulness and lifestyle program. Adv Health Sci Educ Theory Pract 2009;14(3):387-98.
Warnecke E, Quinn S, Ogden K, Towle N, Nelson MR. A randomized controlled trial of the effects of mindfulness practice on medical student stress levels. Medical Education 2011;45(4):381-8.
Moore S, Barbour R, Ngo H, Sinclair C, Chambers R, Auret K, et al. Determining the feasibility and effectiveness of brief online mindfulness training for rural medical students: a pilot study. BMC Medical Education 2020;20(1):1-12.
Waechter R, Stahl G, Rabie S, Colak B, Johnson-Rais D, Landon B, et al. Mitigating medical student stress and anxiety: Should schools mandate participation in wellness intervention programs? Medical Teacher 2021;1-11.
Sriroongrueng W, Buncherd H, Thanapongpichat S. Effect of mindfulness on self-development in students of Prince of Songkla University. Parichart Journal, Thaksin University 2018;31(3):34-40.
Yalom ID. Theory and practice of group psychotherapy (4th ed.). New York: Basic Books; 1995.
Polit DF, Hungler BP. Nursing research principle and methods (6th ed.). New York: Lippincott; 1999
Mahatnirunkul S, Pumpisalchai W, Thapanya P. The construction of Suan Prung Stress Test for Thai population. Bulletin of Suan Prung 1997;13:1-20.
Department of Mental Health, Ministry of Public Health, Thailand. Change evil to be good: resilience quotient. Bangkok: Department of Mental Health; 2009.
Boyd N, Alexander DG. An online mindfulness intervention for medical students in South Africa: A randomised controlled trial. S Afr J Psychiatr 2022;28:1840.
Tengthanakij P, Chindamai N, Suphaka O, Poocherd S, Lothongdaeng N, Chompoosri P, Pingmuangkaew P. Prevalence and associated factors of stress upon online study among Mae Fah Luang University preclinical year medical and dental students during COVID-19 pandemic. Medical Education 2022;2(2):89-99.
Lampe LC, Müller-Hilke B. Mindfulness-based intervention helps preclinical medical students to contain stress, maintain mindfulness and improve academic success. BMC Medical Education 2021;21(145): 1-8.
McVeigh C, Ace L, Ski CF, Carswell C, Burton S, Rej S, Noble H. Mindfulness-based interventions for undergraduate nursing students in a university setting: A narrative review. Healthcare (Basel, Switzerland) 2021;2:9(11):1493.
Barbosa P, Raymond G, Zlotnick C, Wilk J, Toomey R, Mitchell J. Mindfulness-based stress reduction training is associated with greater empathy and reduced anxiety for graduate healthcare students. Educ Health (Abingdon) 2013;26(1):9-14.