References
- Bhimani NT, Kulkarni NB, Kowale A, Salvi S. 2011. Effect of pranayama on stress and cardiovascular autonomic function. Indian J Physiol Pharmacol. 55(4):370–377.
- Bloodgood RA, Short JG, Jackson JM, Martindale JR. 2009. A change to pass/fail grading in the first two years at one medical school results in improved psychological well-being. Acad Med. 84(5):655–662.
- Bond AR, Mason HF, Lemaster CM, Shaw SE, Mullin CS, Holick EA, Saper RB. 2013. Embodied health: the effects of a mind-body course for medical students. Med Educ Online. 18:1–8.
- Dare AJ, Petrie KJ, Bagg W. 2009. Prepared for practice? Medical students’ perceptions of a shortened final year medical programme. New Zealand Med Journal. 122:32–43.
- Fahrenkopf AM, Sectish TC, Barger LK, Sharek PJ, Lewin D, Chiang VW, Edwards S, Wiedermann BL, Landrigan CP. 2008. Rates of medication errors among depressed and burnt out residents: prospective cohort study. BMJ. 336(7642):488–491.
- Grossman P, Niemann L, Schmidt S, Walach H. 2004. Mindfulness-based stress reduction and health benefits: a meta-analysis. J Psychosom Res. 57(1):35–43.
- Hao BZ, Sangha M. 2021. Students’ perspective on wellness intervention programs. Med Teach. DOI:10.1080/0142159X.2021.1986209.
- Hofmann SG, Sawyer AT, Witt AA, Oh D. 2010. The effect of mindfulness-based therapy on anxiety and depression: a meta-analytic review. J Consult Clin Psychol. 78(2):169–183.
- Maclaughlin BW, Wang D, Noone A, Liu N, Harazduk N, Lumpkin M, Haramati A, Saunders P, Dutton M, Amri H. 2011. Stress biomarkers in medical students participating in a mind body medicine skills program. eCAM. 2011(950461):1–8.
- Patel B, Kugan K. 2021. Response to: mitigating medical student stress and anxiety: should schools mandate participation in wellness intervention programs? Med Teach. 43(8):945–955.
- Prasad L, Varrey A, Sisti G. 2016. Medical students’ stress levels and sense of well being after six weeks of yoga and meditation. eCAM. (9251849):1–7.
- Reed DA, Shanafelt TD, Satele DW, Power DV, Eacker A, Harper W, Moutier C, Durning S, Stanford Massie F, Jr Thomas MR, et al. 2011. Relationship of pass/fail grading and curriculum structure with well-being among preclinical medical students: a multi-institutional study. Acad Med. 86(11):1367–1373.
- Rohe DE, Barrier PA, Clark MM, Cook DA, Vickers KS, Decker PA. 2006. The benefits of pass-fail grading on stress, mood, and group cohesion in medical students. Mayo Clin Proc. 81(11):1443–1448.
- Simard A-A, Henry M. 2009. Impact of a short yoga intervention on medical students’ health: a pilot study. Med Teach. 31(10):950–952.
- Waechter R, Stahl G, Rabie S, Colak B, Johnson-Rais D, Landon B, Petersen K, Davari S, Zaw T, Mandalaneni K, et al. 2021. Mitigating medical student stress and anxiety: should schools mandate participation in wellness intervention programs? Med Teach. 43:945–955.
- Warnecke E, Quinn S, Ogden K, Towle N, Nelson MR. 2011. A randomised controlled trial of the effects of mindfulness practice on medical student stress levels. Med Edu. 45(4):381–388.
- West CP, Huschka MM, Novotny PJ, Sloan JA, Kolars JC, Habermann TM, Shnafelt TD. 2006. Association of perceived medical errors with resident distress and empathy: a prospective longitudinal study. JAMA. 296(9):1071–1078.