The impact of positive mindfulness training on academic well-being among medical students

Background: Medical students experience significant stress, anxiety, and burnout from their challenging studies, which adversely affect their academic performance, motivation, and well-being. The present study aimed to investigate the effectiveness of positive mindfulness training on academic well-being among medical students. Methods: This was a quasi-experimental study with a pre-test, post-test, follow-up design, and a control group. The population of this study consisted of all students at Jundishapur University of Medical Sciences, Ahvaz, who were enrolled in the 2022-2023 academic year. A convenience sample of 30 participants was selected and randomly assigned to the experimental (positive mindfulness training) and control groups. The experimental group received a 10-session, 90-minute positive mindfulness training program, while the control group received no training. The Academic Well-Being Questionnaire (AWBQ) was used as the research instrument. Data were analyzed using repeated measures ANOVA and the Bonferroni post hoc test. Results: The results showed that positive mindfulness training significantly increased the scores on the academic value, academic satisfaction, and academic engagement subscales in the post-test compared to the control group (P<0.01). Additionally, the results indicated that positive mindfulness training significantly decreased academic burnout scores in the post-test among medical students (P<0.01). Conclusion: These results suggest that mindfulness training can be a valuable tool for mitigating the negative psychological consequences of medical education and promoting a more positive and fulfilling academic experience. By cultivating mindfulness skills, medical students may be better equipped to manage stress, improve their focus and concentration, and develop a healthier relationship with their studies.