Promoting self-awareness and reflection through an experiential mind-body skills course for first year medical students.

BACKGROUND: This research examines student evaluations of their experience and attitudes in an 11 week mind-body skills course for first year medical students. AIMS: The aim is to understand the impact of this course on students' self-awareness, self-reflection, and self-care as part of their medical education experience. METHODS: This study uses a qualitative content analysis approach to data analysis. The data are 492 verbatim responses from 82 students to six open-ended questions about the students' experiences and attitudes after a mind-body skills course. These questions queried students' attitudes about mind-body medicine, complementary medicine, and their future as physicians using these approaches. RESULTS: The data revealed five central themes in students' responses: connections, self discovery, stress relief, learning, and medical education. CONCLUSIONS: Mind-body skills groups represent an experiential approach to teaching mind-body techniques that can enable students to achieve self-awareness and self-reflection in order to engage in self-care and to gain exposure to mind-body medicine while in medical school.

A large-sample survey of first- and second-year medical student attitudes toward complementary and alternative medicine in the curriculum and in practice.

PURPOSE: To assess attitudes toward complementary and alternative medicine (CAM) and its place in the medical school curriculum and medical practice among preclinical students at Georgetown University School of Medicine (GUSOM), Washington, DC. METHOD: Two-hundred sixty-six first-year (n=111) and second-year (n=155) medical students rated their attitudes toward CAM and 15 CAM modalities in terms of personal use, inclusion in the curriculum, and use/utility in clinical practice. RESULTS: Nearly all (91%) students agreed that "CAM includes ideas and methods from which Western medicine could benefit"; more than 85% agreed that "knowledge about CAM is important to me as a student/future practicing health professional"; and more than 75% felt that CAM should be included in the curriculum. Among all students, the most frequently indicated level of desired training was "sufficient to advise patients about use," for 11 of the 15 modalities. The greatest level of training was wanted for acupuncture, chiropractic, herbal medicine, and nutritional supplements. The descriptions of CAM in future clinical practice that occurred most frequently were endorsement, referral, or provision of acupuncture, biofeedback, chiropractic, herbal medicine, massage, nutritional supplements, prayer, and meditation. CONCLUSIONS: Interest in and enthusiasm about CAM modalities was high in this sample; personal experience was much less prevalent. Students were in favor of CAM training in the curriculum to the extent that they could provide advice to patients; the largest proportions of the sample planned to endorse, refer patients for, or provide 8 of the 15 modalities surveyed in their future practice.

Assessing and analyzing change in attitudes in the classroom.

We explore three analytic methods that can be used to quantify and qualify changes in attitude and similar outcomes that may be encountered in the educational context. These methods can be used or adapted whenever the outcome of interest is change in a generally unmeasurable attribute, such as attitude. The analyses we describe focus on: (1) change in total 'attitude score'; (2) item-level changes in attitudes towards different topics; and (3) 'attitude shift' that is defined based on a qualified change algorithm. In our example data, the total-score approach gives a general index to the level of positive attitude; the item-level approach gives the median level of positive attitude and indicates items with the most positive/negative attitude (i.e., items to target in future iterations). The qualified change approach provides an objective measure of whether a shift in attitude has occurred. Each analysis is described with its advantages and disadvantages using the data from a survey of 70 preclinical first and second year medical students before and after an elective 11-week interactive seminar (22 contact hours) which introduced elements of complementary and alternative medicine (CAM) into programmed medical school training. When assessing changes that are more qualitative than quantitative, any of these methods can be employed to derive either descriptive or inferential statistics. The methods are straightforward and are appropriate when measurements are imperfect, ratings are subjective and differences are not necessarily absolute.

Yng1p modulates the activity of Sas3p as a component of the yeast NuA3 Hhistone acetyltransferase complex.

The mammalian ING1 gene encodes a tumor suppressor required for the function of p53. In this study we report a novel function for YNG1, a yeast homolog of ING1. Yng1p is a stable component of the NuA3 histone acetyltransferase complex, which contains Sas3p, the yeast homolog of the mammalian MOZ proto-oncogene product, as its catalytic subunit. Yng1p is required for NuA3 function in vivo but surprisingly is not required for the integrity of the complex. Instead, we find that Yng1p mediates the interaction of Sas3p with nucleosomes and is thus required for the ability of NuA3 to modify histone tails. These data, and the observations that other ING1 homologs are found in additional yeast complexes that posttranslationally modify histones, suggest that members of the ING1 class of proteins may have broad roles in enhancing or modifying the activities of chromatin-modifying complexes, thereby regulating their activities in transcription control.