Presented By: Dolly Anadkat, Tulane University School of Medicine
Co-Authors: Samir Anadkat, Tulane University School of Medicine
Paula Majeau, Tulane University School of Medicine
Guenevere Rae, Tulane University School of Medicine

Purpose 
Anxiety and burnout experienced by medical students is at an all-time high, and the importance of wellness is increasingly recognized by both students and medical schools. Students often lack the tools, skills, and motivation to practice resilience building activities. We have introduced multiple strategies and entry points to guided mindfulness meditation for our students. 

Method 
Mindfulness was introduced as a tool for resilience building during first-year student orientation. An introduction to mindfulness session including a10 minutes of guided meditation practice was incorporated into Foundations in medicine (FIM) session as part of the formal curriculum for M1 & M2 students. A curated outside resource list on mindfulness practice was made available. In addition, invitation to both in-person and virtual weekly group sessions on mindfulness meditation was extended. During individual meetings with the Learning Specialist (LS), guided mindfulness meditation was offered to students in addition to other interventions. Recordings of these sessions were provided for individual self-practice. 

Results 
Approximately 380 medical students attended the FIM mindfulness sessions in years 1 and 2 at TUSOM. Students (n=245) responded to a short post session survey. Prior to the session, 53% of the students reported their stress level at a 6 or higher on a 10-point scale and 14% of students reported stress levels below 3. After the session, only 17% of students reported being at a 6 or higher, while more than 52% reported stress levels below 3. Positive feedback from more than 70 students who benefited from individualized session with LS included: immediate reduction of stress, reduced test anxiety, increased focus, and effectiveness in studying. 

Conclusion 
It was concluded that exposure to mindfulness in the curriculum and combining it with individual advisement is highly effective and well received by students.