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A brief intervention decreases student distress.

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Title: A brief intervention decreases student distress.
Authors: Shearin, Staci Macklin1 (AUTHOR), Wang, Jijia2 (AUTHOR), Reisch, Joan3 (AUTHOR), Brewer‐Mixon, Karen2 (AUTHOR) karen.brewer@utsouthwestern.edu
Source: Clinical Teacher. Feb2024, Vol. 21 Issue 1, p1-7. 7p.
Subject Terms: *Health occupations schools, *Cognitive training, *Academic achievement
Abstract: Purpose of the Article: Health professions graduate students have experienced substantial increases in stress and anxiety in recent years. This can result in decreased academic performance, poor retention, and burnout. Interventions to help students cope are therefore a critical need for academic institutions. The current study sought to demonstrate the effectiveness of a brief multimodal intervention in reducing student distress. Method: The study was a randomised controlled design that evaluated a brief intervention of cognitive‐behavioural therapy, mindfulness, and healthy lifestyle choices. The Depression Anxiety Stress Scale‐21 was administered to participants at baseline and two post‐intervention time points. Control participants did not participate in any intervention. Participants were recruited from graduate students in first‐year classes within the School of Health Professions at UT Southwestern Medical Center. Results: Analysis revealed an overall mild to moderate decline in Depression Anxiety Stress Scale‐21 total scores over three assessment periods for both treatment and control groups, with no statistical differences noted between groups; however, the treatment group's scores declined approximately 6 weeks before the control participants' scores declined. Conclusion: The pattern of change in the two groups suggests that our intervention facilitated the reduction in student anxiety more quickly than would have occurred normally and with sustained results. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A brief intervention decreases student distress.
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  Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Feb2024, Vol. 21 Issue 1, p1-7. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Health+occupations+schools%22">Health occupations schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+training%22">Cognitive training</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink>
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  Data: Purpose of the Article: Health professions graduate students have experienced substantial increases in stress and anxiety in recent years. This can result in decreased academic performance, poor retention, and burnout. Interventions to help students cope are therefore a critical need for academic institutions. The current study sought to demonstrate the effectiveness of a brief multimodal intervention in reducing student distress. Method: The study was a randomised controlled design that evaluated a brief intervention of cognitive‐behavioural therapy, mindfulness, and healthy lifestyle choices. The Depression Anxiety Stress Scale‐21 was administered to participants at baseline and two post‐intervention time points. Control participants did not participate in any intervention. Participants were recruited from graduate students in first‐year classes within the School of Health Professions at UT Southwestern Medical Center. Results: Analysis revealed an overall mild to moderate decline in Depression Anxiety Stress Scale‐21 total scores over three assessment periods for both treatment and control groups, with no statistical differences noted between groups; however, the treatment group's scores declined approximately 6 weeks before the control participants' scores declined. Conclusion: The pattern of change in the two groups suggests that our intervention facilitated the reduction in student anxiety more quickly than would have occurred normally and with sustained results. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2024
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