@article{10.22454/PRiMER.2021.548093,
author = {Moir, Elwyn and Yang, Jamie O. and Yao, Jimmy and Weinlander, Eva},
title = {Do as I Do: Physician- and Learner-Led Mind-Body Medicine Group Visits},
journal = {PRiMER},
volume = {5},
year = {2021},
month = {2},
doi = {10.22454/PRiMER.2021.548093},
abstract = {Introduction: Care of patients with chronic medical and mental health conditions can be a source of frustration for primary care clinicians and may present a challenge in modeling effective interventions for medical learners. Mind-body medicine (MBM) interventions have shown success for a variety of conditions, and training in MBM has been associated with decreased burnout and improved professional satisfaction.8 We piloted MBM collaborative visits led by faculty physicians and facilitated by medical learners. We then assessed their efficacy treating patients with complex needs.
Methods: We conducted a series of eight weekly 2.5-hour MBM interventions for groups of five to eight participants (52 in total) with chronic health conditions. Matched-pair hypothesis t tests analyzed nine health indicators measured pre- and postintervention: the Patient Health Questionnaire-9 (PHQ-9) as well as participants’ perceived mental and physical health, stress and stress coping, agency, and capacity to connect with others. We made conservative calculations of effect size using Hedges’ g.
Results: Participants showed significant, large improvements in their PHQ-9 scores (P<.005, g=0.807), and moderate improvements in ability to cope with stress (P<.005, g=0.502), sense of control over their diagnoses (P<.05, g=0.413), and perceived overall mental health (P<.05, g=0.424). Other outcomes were nonsignificant, including a small improvement in participants’ perceived overall health (P=.071, g=0.286).
Conclusions: Patients completing the intervention enjoyed largely improved outcomes despite unchanged stress at work and home. Physician-led MBM collaborative visits comprise a feasible, reproducible, and reimbursable treatment option for improving patient care. They also immerse medical learners in an evidence-based practice model supportive of professional satisfaction.},
URL = {https://journals.stfm.org//primer/2021/moir-2020-0020/},
eprint = {https://journals.stfm.org//media/3697/primer-5-4.pdf},
}