Michael H. Pollak

Student-Led Stress Management Program for First-Year Medical Students

Abstract Background: The medical education community has emphasized repeatedly the importance of teaching stress management and self-care skills to medical students. However, descriptions and evaluations of intervention programs are infrequent. This article describes a student-led stress management program for 1st-year medical students and summarizes program evaluation data from 1,111 participants. Description: The Stress Management Program is a voluntary activity that involves small groups of 1st-year medical students meeting with 2nd-year student coleaders. At the beginning of the fall semester, each group meets 1 hr per week for 7 consecutive weeks. Two psychologist faculty members serve as program coordinators. Evaluation: Mean annual participation rate for 1st-year students was 94% over 16 years. Program evaluation results are strongly positive. Conclusions: Based on longevity, participation, and student feedback, the program has been successful. Recommendations for creating and maintaining similar programs are offered.

Physical Activity Increases after an Affectively Arousing Daily Life Event

Evidence that structured physical activity can help to regulate affective state has spurred interest in identifying associations between unstructured physical activity and affective states during daily life. The present study examined whether stressful daily life situations that elicit affective arousal also elicit increased physical activity in the form of restless movement. The study compared the physical activity of professors (n = 25) after presenting a classroom lecture to their physical activity at the same time of day on a non-lecture workday. The expectation was that lecturing would increase affective arousal, leading to greater restless movement following the lecture compared to the non-lecture control day. The study assessed subjective arousal to confirm that arousal was higher during the lecture. The primary outcome measures were actigraphy-measured standing and stepping times and number of steps and posture transitions. Results indicate that energetic and tense arousal were higher during the lecture than during the control period. Mean (±SE) up time (standing and stepping) for the 1st minute of the 20 minute post-lecture period was double that of the last minute (32.8 ± 5.73 s to 16.5 ± 5.41 s), while it remained low throughout the comparison period on the control day (p = 0.01). Subjects also took more steps (p = 0.006) and engaged in more transitions between sitting and standing (p = 0.02) after the lecture than after the control period. These results support the conclusion that stressful daily life situations that elicit affective arousal also elicit increased physical activity in the form of restless movement and suggest that affective responses to stressful situations may be important determinants of physical activity during daily life.