Number
506
Name
Music, Movement, & Mindfulness (3M) Program: Outcomes of a Medical Student Led Wellness Curriculum for College Students.
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Maria Puglese, Eastern Virginia Medical School at ODU
Dr. Kyulee Park, Eastern Virginia Medical School at ODU
Simran Shah, Eastern Virginia Medical School at ODU
Presentation Topic(s)
Other
Description
PURPOSE
Medical students benefit from early opportunities to practice teaching and
leadership in community settings. The Eastern Virginia Medical School
Community Engaged Learning Initiative developed the Music, Movement, and
Mindfulness (3M) Program, which is an evidence based mental health literacy
and wellness curriculum delivered by medical students to college students.
The dual aims of this project were: (1) to implement and evaluate the impact
of medical student led 3M classes on the wellness, anxiety, stress, and
mental health literacy of college students, and (2) to help support medical
students’ teaching and leadership development.
METHODS
This educational initiative consisted of three 60-minute group classes: Progressive
Muscle Relaxation and Meditation, Recreational Music Making, and Mindfulness
Techniques. All classes were administered at Old Dominion University and
sessions were designed and facilitated by trained EVMS medical students.
Participants completed anonymous pre- and post-class surveys administered
via REDCap. Measures included demographics, self-reported anxiety and stress
levels, perceived mental health literacy, and perceived usefulness of the
class content.
RESULTS
Students participating in the 3M classes reported high openness to using
the techniques presented in daily life. Mean openness scores (1-5 scale) were
4.67 in class 1 (n=3), 4.5 in class 2 (n=6), and 4.40 in class 3 (n=5).
Additionally, in the post survey, all respondents endorsed feeling less
stressed after participating in the progressive muscle relaxation exercise,
suggesting immediate perceived benefit.
CONCLUSIONS
The medical student led 3M curriculum was positively received by college
students, who reported strong willingness to integrate the techniques into
daily life. The 3M program will continue each semester, allowing more
opportunity for continued research and leadership. This program allows
medical students to develop teaching confidence, communication skills, and
leadership skills through community-engaged wellness education.
Medical students benefit from early opportunities to practice teaching and
leadership in community settings. The Eastern Virginia Medical School
Community Engaged Learning Initiative developed the Music, Movement, and
Mindfulness (3M) Program, which is an evidence based mental health literacy
and wellness curriculum delivered by medical students to college students.
The dual aims of this project were: (1) to implement and evaluate the impact
of medical student led 3M classes on the wellness, anxiety, stress, and
mental health literacy of college students, and (2) to help support medical
students’ teaching and leadership development.
METHODS
This educational initiative consisted of three 60-minute group classes: Progressive
Muscle Relaxation and Meditation, Recreational Music Making, and Mindfulness
Techniques. All classes were administered at Old Dominion University and
sessions were designed and facilitated by trained EVMS medical students.
Participants completed anonymous pre- and post-class surveys administered
via REDCap. Measures included demographics, self-reported anxiety and stress
levels, perceived mental health literacy, and perceived usefulness of the
class content.
RESULTS
Students participating in the 3M classes reported high openness to using
the techniques presented in daily life. Mean openness scores (1-5 scale) were
4.67 in class 1 (n=3), 4.5 in class 2 (n=6), and 4.40 in class 3 (n=5).
Additionally, in the post survey, all respondents endorsed feeling less
stressed after participating in the progressive muscle relaxation exercise,
suggesting immediate perceived benefit.
CONCLUSIONS
The medical student led 3M curriculum was positively received by college
students, who reported strong willingness to integrate the techniques into
daily life. The 3M program will continue each semester, allowing more
opportunity for continued research and leadership. This program allows
medical students to develop teaching confidence, communication skills, and
leadership skills through community-engaged wellness education.
Presentation Tag(s)
Student Presentation