Stress management in medical education: A review of the literature

Shauna L. Shapiro, Daniel E. Shapiro, Gary E.R. Schwartz

Research output: Contribution to journalArticle

242 Scopus citations

Abstract

Purpose. To review systematically clinical studies providing empirical data on stress-management programs in medical training. Method. The authors searched Medline and PSYCHINFO from 1966 to 1999. Studies were included if they evaluated stress-management programs for medical trainees (medical students, interns, or residents); reported empirical data; and had been conducted at allopathic medical schools. Results. Although the search yielded over 600 articles discussing the importance of addressing the stress of medical education, only 24 studies reported intervention programs, and only six of those used rigorous scientific method. Results revealed that medical trainees participating in stress-management programs demonstrated (1) improved immunologic functioning, (2) decreases in depression and anxiety, (3) increased spirituality and empathy, (4) enhanced knowledge of alternative therapies for future referrals, (5) improved knowledge of the effects of stress, (6) greater use of positive coping skills, and (7) the ability to resolve role conflicts. Despite these promising results, the studies had many limitations. Conclusions. The following considerations should be incorporated into future research: (1) rigorous study design, including randomization and control (comparison) groups, (2) measurement of moderator variables to determine which intervention works best for whom, (3) specificity of outcome measures, and (4) follow-up assessment, including effectiveness of future patient care.

Original languageEnglish (US)
Pages (from-to)748-759
Number of pages12
JournalAcademic Medicine
Volume75
Issue number7
DOIs
StatePublished - Jan 1 2000

ASJC Scopus subject areas

  • Education

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