This study aimed to evaluate the effects of a brief mindfulness-based intervention (b-MBI) on the levels of mindfulness, perceived stress and emotional intelligence (EI). Fifty-nine undergraduate students in medicine course were randomly allocated to either 4 weekly b-MBI sessions (n = 30) or waitlist control (n = 29). All participants completed Mindful Attention Awareness Scale (MAAS), Perceived Stress Scale (PSS-10) and USM Emotional Quotient Inventory (USMEQ-i) at pre- and post-intervention. Findings from mixed-factorial ANOVA revealed significant cross-over interactions, but no significant main effects of treatment conditions and time, on mindfulness and perceived stress. Post-hoc analyses indicated intervention group to experience significantly increased levels of mindfulness (p = 0.012) and decreased perceived stress (p = 0.003) at post-intervention, which were unobserved in the controls. Significant main effect of time was observed (p = 0.001) for EI; however, only intervention group reported significant increase in the scores (p = 0.004). The lack of between-group treatment effects could be justified due to relatively low stress and high EI for intervention and control groups at baseline. Nonetheless, within-group findings provided preliminary evidence that b-MBI may be beneficial in improving mindfulness, perceived stress and EI. This intervention may be adapted into the medical curriculum to improve the psychological well-being of medical students.

1. Dyrbye, L. N., Thomas, M. R., & Shanafelt, T. D. (2006). Systematic review of depression, anxiety, and other indicators of psychological distress among US and Canadian medical students. Academic Medicine, 81(4), 354–373. https://doi.org/10.1097/00001888-200604000-00009
2. Abdulghani, H. M., AlKanhal, A. A., Mahmoud, E. S., Ponnamperuma, G. G., & Alfaris, E. A. (2011). Stress and its effects on medical students: A cross-sectional study at a college of medicine in Saudi Arabia. Journal of Health, Population, and Nutrition, 29(5), 516–522. https://doi.org/10.3329/jhpn.v29i5.8906
3. Rahman, A. A., Al Hashim, B., Al Hiji, N., & Al-Abbad, Z. (2013). Stress among medical Saudi students at college of medicine, King Faisal University. Journal of Preventive Medicine and Hygiene, 54(4), 195–199.
4. Mahyuddin, R. A., Haneef, Z. M., Alalwani, B. M., Al Juhani, A., Fallatah, M. S., Abdulmajeid, S. A., ... & Alharbi, A. H. (2018). The prevalence of stress among medical students and its effects on academic performance in the Kingdom of Saudi Arabia. The Egyptian Journal of Hospital Medicine, 71(5), 3200–3205.
5. Waqas, A., Khan, S., Sharif, W., Khalid, U., & Ali, A. (2015). Association of academic stress with sleeping difficulties in medical students of a Pakistani medical school: A cross sectional survey. PeerJ, 3, Article e840. https://doi.org/10.7717/peerj.840
6. Eva, E. O., Islam, M. Z., Mosaddek, A. S. M., Rahman, M. F., Rozario, R. J., Iftekhar, A. M. H., ... & Rahman, M. M. (2015). Prevalence of stress among medical students: A comparative study between public and private medical schools in Bangladesh. BMC Research Notes, 8, Article 327. https://doi.org/10.1186/s13104-015-1295-5
7. Minhat, H. S., & Alawad, T. A. (2019). Risks of mental problems among medical students in a public university in Malaysia. Malaysian Journal of Medicine and Health Sciences, 15(SP3), 65–69.
8. Salam, A., Mahadevan, R., Rahman, A. A., Abdullah, N., Abd Harith, A. A., & Shan, C. P. (2015). Stress among first and third year medical students at University Kebangsaan Malaysia. Pakistan Journal of Medical Sciences, 31(1), 169–173. https://doi.org/10.12669/pjms.311.6473
9. Yusoff, M. S. B., & Rahim, A. F. A. (2010). Prevalence and sources of stress among postgraduate medical trainees: Initial findings. ASEAN Journal of Psychiatry, 11(2), 146–157.
10. Yusoff, M. S. B., Abdul Rahim, A. F., Baba, A. A., Ismail, S. B., Mat Pa, M. N., & Esa, A. R. (2013). The impact of medical education on psychological health of students: A cohort study. Psychology, Health & Medicine, 18(4), 420–430. https://doi.org/10.1080/13548506.2012.740162
11. Yusoff, M. S. B., Pa, M. N. M., & Rahim, A. F. A. (2013). Mental health of medical students before and during medical education: A prospective study. Journal of Taibah University Medical Sciences, 8(2), 86–92. https://doi.org/10.1016/j.jtumed.2013.03.004
12. Mohd Sidik, S., Rampal, L., & Kaneson, N. (2003). Prevalence of emotional disorders among medical students in a Malaysian university. Asia Pacific Family Medicine, 2(4), 213–217. https://doi.org/10.1111/j.1444-1683.2003.00089.x
13. Yusoff, M. S. B., Yee, L. Y., Wei, L. H., Siong, T. C., Meng, L. H., Bin, L. X., ... & Rahim, A. F. A. (2011). A study on stress, stressors and coping strategies among Malaysian medical students. International Journal of Students' Research, 1(2), 45–50. https://doi.org/10.5549/IJSR.1.2.45-50
14. Mukhtar, F., & Oei, T. P. S. (2011). A review on the prevalence of depression in Malaysia. Current Psychiatry Reviews, 7(3), 234–280. https://doi.org/10.2174/157340011797183201
15. Saleem, S., & Mahmood, Z. (2013). Mental health problems in university students: A prevalence study. FWU Journal of Social Sciences, 7(2), 124–130.
16. Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. Hyperion.
17. Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125–143. https://doi.org/10.1093/clipsy.bpg015
18. Cho, H., Ryu, S., Noh, J., & Lee, J. (2016). The effectiveness of daily mindful breathing practices on test anxiety of students. PLoS One, 11(10), Article e0164822. https://doi.org/10.1371/journal.pone.0164822
19. Chambers, R., Gullone, E., & Allen, N. B. (2009). Mindful emotion regulation: An integrative review. Clinical Psychology Review, 29(6), 560–572. https://doi.org/10.1016/j.cpr.2009.06.005
20. Garland, E. L., Farb, N. A., Goldin, P. R., & Fredrickson, B. L. (2015). Mindfulness broadens awareness and builds eudaimonic meaning: A process model of mindful positive emotion regulation. Psychological Inquiry, 26(4), 293–314. https://doi.org/10.1080/1047840X.2015.1064294
21. Garland, E. L., Hanley, A. W., Goldin, P. R., & Gross, J. J. (2017). Testing the mindfulness-to-meaning theory: Evidence for mindful positive emotion regulation from a reanalysis of longitudinal data. PLoS One, 12(12), Article e0187727. https://doi.org/10.1371/journal.pone.0187727
22. Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. Guilford Press.
23. Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical Psychology Review, 31(3), 449–464. https://doi.org/10.1016/j.cpr.2010.11.003
24. Creswell, J. D., & Lindsay, E. K. (2014). How does mindfulness training affect health? A mindfulness stress buffering account. Current Directions in Psychological Science, 23(6), 401–407. https://doi.org/10.1177/0963721414547415
25. Danilewitz, M., Koszycki, D., Maclean, H., Sanchez-Campos, M., Gonsalves, C., Archibald, D., & Blackburn, J. (2018). Feasibility and effectiveness of an online mindfulness meditation programme for medical students. Canadian Medical Education Journal, 9(4), e15–e25. https://doi.org/10.36834/cmej.43041
26. Uusberg, H., Uusberg, A., Talpsep, T., & Paaver, M. (2016). Mechanisms of mindfulness: The dynamics of affective adaptation during open monitoring. Biological Psychology, 118, 94–106. https://doi.org/10.1016/j.biopsycho.2016.05.004
27. Dobkin, P. L., & Hutchinson, T. A. (2013). Teaching mindfulness in medical school: Where are we now and where are we going? Medical Education, 47(8), 768–779. https://doi.org/10.1111/medu.12200
28. Killingsworth, M. S., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330(6006), 932. https://doi.org/10.1126/science.1192439
29. Klainin-Yobas, P., Ramirez, D., Fernandez, Z., Sarmiento, J., Thanoi, W., Ignacio, J., & Lau, Y. (2016). Examining the predicting effect of mindfulness on psychological well-being among undergraduate students: A structural equation modelling approach. Personality and Individual Differences, 91, 63–68. https://doi.org/10.1016/j.paid.2015.11.034
30. Walton, K. G., Schneider, R. H., & Nidich, S. (2004). Review of controlled research on the transcendental meditation program and cardiovascular disease: Risk factors, morbidity, and mortality. Cardiology in Review, 12(5), 262–266. https://doi.org/10.1097/01.crd.0000113021.96119.78
31. Azam, M. A., Katz, J., Fashler, S. R., Changoor, T., Azargive, S., & Ritvo, P. (2015). Heart rate variability is enhanced in controls but not maladaptive perfectionists during brief mindfulness meditation following stress-induction: A stratified-randomized trial. International Journal of Psychophysiology, 98(1), 27–34. https://doi.org/10.1016/j.ijpsycho.2015.06.005
32. Barnes, V. A., Schneider, R. H., Alexander, C. N., & Rainforth, M. (2005). Impact of the transcendental meditation program on mortality in older African Americans with hypertension: Eight-year follow-up. Journal of Social Behavior and Personality, 17(1), 201–216.
33. Black, D. S., Milam, J., & Sussman, S. (2009). Sitting-meditation interventions among youth: A review of treatment efficacy. Pediatrics, 124(3), e532–e541. https://doi.org/10.1542/peds.2008-3434
34. Bao, X., Xue, S., & Kong, F. (2015). Dispositional mindfulness and perceived stress: The role of emotional intelligence. Personality and Individual Differences, 78, 48–52. https://doi.org/10.1016/j.paid.2015.01.007
35. Coffey, K. A., Hartman, M., & Fredrickson, B. L. (2010). Deconstructing mindfulness and constructing mental health: Understanding mindfulness and its mechanisms of action. Mindfulness, 1(4), 235–253. https://doi.org/10.1007/s12671-010-0033-2
36. Feldman, G., Hayes, A., Kumar, S., Greeson, J., & Laurenceau, J. P. (2007). Mindfulness and emotion regulation: The development and initial validation of the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R). Journal of Psychopathology and Behavioral Assessment, 29(3), 177–190. https://doi.org/10.1007/s10862-006-9035-8
37. Rahl, H. A., Lindsay, E. K., Pacilio, L. E., Brown, K. W., & Creswell, J. D. (2017). Brief mindfulness meditation training reduces mind wandering: The critical role of acceptance. Emotion, 17(2), 224–230. https://doi.org/10.1037/emo0000250
38. Lindsay, E. K., Chin, B., Greco, C. M., Young, S., Brown, K. W., Wright, A. G., ... & Creswell, J. D. (2018). How mindfulness training promotes positive emotions: Dismantling acceptance skills training in two randomized controlled trials. Journal of Personality and Social Psychology, 115(6), 944–973. https://doi.org/10.1037/pspa0000134
39. Lindsay, E. K., & Creswell, J. D. (2017). Mechanisms of mindfulness training: Monitor and Acceptance Theory (MAT). Clinical Psychology Review, 51, 48–59. https://doi.org/10.1016/j.cpr.2016.10.011
40. Birnie, K., Speca, M., & Carlson, L. E. (2010). Exploring self‐compassion and empathy in the context of mindfulness‐based stress reduction (MBSR). Stress and Health, 26(5), 359–371. https://doi.org/10.1002/smi.1305
41. Beach, M. C., Roter, D., Korthuis, P. T., Epstein, RM., Sharp, V., Ratanawongsa, N., ... & Inui, T. (2013). A multicenter study of physician mindfulness and health care quality. Annals of Family Medicine, 11(5), 421–428. https://doi.org/10.1370/afm.1507
42. Grewal, D., & Davidson, H. A. (2008). Emotional intelligence and graduate medical education. JAMA, 300(10), 1200–1202. https://doi.org/10.1001/jama.300.10.1200
43. Brannick, M. T., Wahi, M. M., Arce, M., Johnson, H. A., Nazian, S., & Goldin, S. B. (2009). Comparison of trait and ability measures of emotional intelligence in medical students. Medical Education, 43(11), 1062–108. https://doi.org/10.1111/j.1365-2923.2009.03430.x
44. Hamdzah, N. L. A., Hassan, S. N. S., & Hassan, R. (2016). Examining the level of emotional intelligence among semester one students in Universiti Teknologi MARA Pahang. Journal of Human Capital Development, 9(1), 33–46.
45. Aghamohammadi, M., & Asgari, S. (2016). The relationship between personality characteristics and emotional intelligence and academic performance at the students of medical sciences the Alborz Province. Biomedical and Pharmacology Journal, 9(2), 715–722. https://doi.org/10.13005/bpj/994
46. Choubey, A. K., Singh, S. K., & Pandey, R. (2009). Role of emotional intelligence in stress and health. Indian Journal of Social Science, 6(1), 122–134.
47. Ghahramani, S., Jahromi, A. T., Khoshsoroor, D., Seifooripour, R., & Sepehrpoor, M. (2019). The relationship between emotional intelligence and happiness in medical students. Korean Journal of Medical Education, 31(1), 29–38. https://doi.org/10.3946/kjme.2019.116
48. Testa, D., & Sangganjanavanich, V. F. (2016). Contribution of mindfulness and emotional intelligence to burnout among counseling interns. Counselor Education and Supervision, 55(2), 95–108. https://doi.org/10.1002/ceas.12035
49. Morales, J. B. (2014). The relationship between physician emotional intelligence and quality of care. International Journal of Caring Sciences, 7(3), 704–710.
50. Arora, S., Ashrafian, H., Davis, R., Athanasiou, T., Darzi, A., & Sevdalis, N. (2010). Emotional intelligence in medicine: A systematic review through the context of the ACGME competencies. Medical Education, 44(8), 749–764. https://doi.org/10.1111/j.1365-2923.2010.03709.x
51. Oginska-Bulik, N. (2005). Emotional intelligence in the workplace: Exploring its effects on occupational stress and health outcomes in human service workers. International Journal of Occupational Medicine and Environmental Health, 18(2), 167–175.
52. Weng, H. C. (2008). Does the physician’s emotional intelligence matter? Impacts of the physician’s emotional intelligence on the trust, patient-physician relationship, and satisfaction. Health Care Management Review, 33(4), 280–288. https://doi.org/10.1097/01.HCM.0000318765.52148.b3
53. Khraisat, A. M. S., Rahim, A. F. A., & Yusoff, M. S. B. (2015). Emotional intelligence of USM medical students. Education in Medicine Journal, 7(4), 26–38.
54. Gilmartin, H., Goyal, A., Hamati, M. C., Mann, J., Saint, S., & Chopra, V. (2017). Brief mindfulness practices for healthcare providers – A systematic literature review. The American Journal of Medicine, 130(10), 1219.e1–1219.e7. https://doi.org/10.1016/j.amjmed.2017.05.041
55. Keng, S.-L., Phang, C. K., & Oei, T. P. (2015). Effects of a brief mindfulness-based intervention program on psychological symptoms and well-being among medical students in Malaysia: A controlled study. International Journal of Cognitive Therapy, 8(4), 335–350. https://doi.org/10.1521/ijct.2015.8.4.335
56. Phang, C. K., Mukhtar, F., Ibrahim, N., Keng, S.-L., & Sidik, S. M. (2015). Effects of a brief mindfulness-based intervention program for stress management among medical students: The Mindful-Gym randomized controlled study. Advances in Health Sciences Education, 20(5), 1115–1134. https://doi.org/10.1007/s10459-015-9591-3
57. de Vibe, M., Solhaug, I., Tyssen, R., Friborg, O., Rosenvinge, J. H., Sørlie, T., ... & Eisemann, M. (2013). Mindfulness training for stress management: A randomised controlled study of medical and psychology students. BMC Medical Education, 13, Article 107. https://doi.org/10.1186/1472-6920-13-107
58. Phang, C. K., Chiang, K. C., Ng, L. O., Keng, S.-L., & Oei, T. P. S. (2016). Effects of brief group mindfulness-based cognitive therapy for stress reduction among medical students in a Malaysian university. Mindfulness, 7(1), 189–197. https://doi.org/10.1007/s12671-015-0399-2
59. Phang, C. K. (2016). Now: Who wants to learn Mindful-gym? 12 mindful tools for stress reduction & wellness. Malaysia Association for Mindfulness Practice & Research (MMPR).
60. Phang, C. K., Firdaus, M., Normala, I., Keng, L. S., & Sherina, M. S. (2015). Effects of a DVD-delivered mindfulness-based intervention for stress reduction in medical students: A randomized controlled study. Education in Medicine Journal, 7(3), 8–20.
61. Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/0022-3514.84.4.822
62. Phang, C. K., Mukhtar, F., Ibrahim, N., & Sidik, S. M. (2016). Mindful Attention Awareness Scale (MAAS): Factorial validity and psychometric properties in a sample of medical students in Malaysia. The Journal of Mental Health Training, Education and Practice, 11(5), 305–316. https://doi.org/10.1108/JMHTEP-02-2015-0011
63. Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385–396.
64. Yusoff, M. S. B., Rahim, A. F. A., & Esa, A. R. (2010). The USM emotional quotient inventory (USMEQ-i) manual. Department of Medical Education, Universiti Sains Malaysia.
65. Gupta, S. K. (2011). Intention-to-treat concept: A review. Perspectives in Clinical Research, 2(3), 109–112. https://doi.org/10.4103/2229-3485.83221
66. Gockel, A., Burton, D., James, S., & Bryer, E. (2013). Introducing mindfulness as a self-care and clinical training strategy for beginning social work students. Mindfulness, 4(4), 343–353. https://doi.org/10.1007/s12671-012-0134-1
67. Song, Y., & Lindquist, R. (2015). Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students. Nurse Education Today, 35(1), 86–90. https://doi.org/10.1016/j.nedt.2014.06.010
68. McConville, J., McAleer, R., & Hahne, A. (2017). Mindfulness training for health profession students—The effect of mindfulness training on psychological well-being, learning and clinical performance of health professional students: A systematic review of randomized and non-randomized controlled trials. Explore, 13(1), 26–45. https://doi.org/10.1016/j.explore.2016.10.002
69. Garneau, K., Hutchinson, T., Zhao, Q., & Dobkin, P. (2013). Cultivating person-centered medicine in future physicians. European Journal of Person Centered Healthcare, 1(2), 468–477. https://doi.org/10.5750/ejpch.v1i2.688
70. Warnecke, E., Quinn, S., Ogden, K., Towle, N., & Nelson, M. R. (2011). A randomised controlled trial of the effects of mindfulness practice on medical student stress levels. Medical Education, 45(4), 381–388. https://doi.org/10.1111/j.1365-2923.2010.03877.x
71. Jones, D. L. (2013). Mindfulness meditation: Effects of a brief intervention on cardiovascular reactivity during acute stress (Doctoral dissertation). Brigham Young University.
72. O’Leary, K., O’Neill, S., & Dockray, S. (2016). A systematic review of the effects of mindfulness interventions on cortisol. Journal of Health Psychology, 21(9), 2108–2121. https://doi.org/10.1177/1359105315569095
73. Sanada, K., Montero-Marin, J., Alda Diez, M., Salas-Valero, M., Pérez-Yus, M. C., Morillo, H., ... & García-Campayo, J. (2016). Effects of mindfulness-based interventions on salivary cortisol in healthy adults: A meta-analytical review. Frontiers in Physiology, 7, Article 471. https://doi.org/10.3389/fphys.2016.00471
74. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
75. Garland, E. L., Hanley, A., Farb, N. A., & Froeliger, B. (2015). State mindfulness during meditation predicts enhanced cognitive reappraisal. Mindfulness, 6(2), 234–242. https://doi.org/10.1007/s12671-013-0250-6
76. Garland, E. L., & Howard, M. O. (2013). Mindfulness-oriented recovery enhancement reduces pain attentional bias in chronic pain patients. Psychotherapy and Psychosomatics, 82(5), 311–318. https://doi.org/10.1159/000348868
77. Saddki, N., Sukerman, N., & Mohamad, D. (2017). Association between emotional intelligence and perceived stress in undergraduate dental students. The Malaysian Journal of Medical Sciences, 24(1), 59–68. https://doi.org/10.21315/mjms2017.24.1.7
78. Valosek, L., Link, J., Mills, P., Konrad, A., Rainforth, M., & Nidich, S. (2018). Effect of meditation on emotional intelligence and perceived stress in the workplace: A randomized controlled study. The Permanente Journal, 22, 17–172. https://doi.org/10.7812/TPP/17-172
79. Charoensukmongkol, P. (2014). Benefits of mindfulness meditation on emotional intelligence, general self-efficacy, and perceived stress: Evidence from Thailand. Journal of Spirituality in Mental Health, 16(3), 171–192. https://doi.org/10.1080/19349637.2014.925364
80. Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., ... & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy.bph077
81. Nadler, R., Carswell, J. J., & Minda, J. P. (2020). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Frontiers in Psychology, 11, Article 255. https://doi.org/10.3389/fpsyg.2020.00255
82. Böckler, A., Tusche, A., Schmidt, P., & Singer, T. (2018). Distinct mental trainings differentially affect altruistically motivated, norm motivated, and self-reported prosocial behaviour. Scientific Reports, 8(1), Article 13560. https://doi.org/10.1038/s41598-018-31813-8
83. Hildebrandt, L. K., McCall, C., & Singer, T. (2017). Differential effects of attention-, compassion-, and socio-cognitively based mental practices on self-reports of mindfulness and compassion. Mindfulness, 8(6), 1488–1512. https://doi.org/10.1007/s12671-017-0716-z
84. Cheng, C. (2003). Cognitive and motivational processes underlying coping flexibility: A dual-process model. Journal of Personality and Social Psychology, 84(2), 425–438. https://doi.org/10.1037/0022-3514.84.2.425
85. Heppner, P. P., Pretorius, T. B., Wei, M., Lee, D., & Wang, Y.-W. (2002). Examining the generalizability of problem-solving appraisal in Black South Africans. Journal of Counseling Psychology, 49(4), 484–498. https://doi.org/10.1037/0022-0167.49.4.484
86. Moghal, F., Yasien, S., Alvi, T., & Washdev. (2016). Relationship of emotional intelligence and stress in undergraduate medical students. Journal of Psychology & Clinical Psychiatry, 5(3), Article 00282. https://doi.org/10.15406/jpcpy.2016.05.00282
87. Lebares, C. C., Guvva, E. V., Olaru, M., Sugrue, L. P., Staffaroni, A. M., Delucchi, K. L., ... & Ascher, N. L. (2019). Efficacy of mindfulness-based cognitive training in surgery: Additional analysis of the mindful surgeon pilot randomized clinical trial. JAMA Network Open, 2(5), Article e194108. https://doi.org/10.1001/jamanetworkopen.2019.4108
88. van Dijk, I., Lucassen, P. L., Akkermans, R. P., van Engelen, B. G., van Weel, C., & Speckens, A. E. (2017). Effects of mindfulness-based stress reduction on the mental health of clinical clerkship students: A cluster-randomized controlled trial. Academic Medicine, 92(7), 1012–1021. https://doi.org/10.1097/ACM.0000000000001546
89. Galante, J., Friedrich, C., Dawson, A. F., Modrego-Alarcón, M., Gebbing, P., Delgado-Suárez, I., ... & Jones, P. B. (2021). Mindfulness-based programmes for mental health promotion in adults in nonclinical settings: A systematic review and meta-analysis of randomised controlled trials. PLoS Medicine, 18(1), Article e1003481. https://doi.org/10.1371/journal.pmed.1003481
90. Kuhlmann, S., Huss, M., Bürger, A., & Hammerle, F. (2016). Coping with stress in medical students: Results of a randomized controlled trial using a mindfulness-based stress prevention training (MediMind) in Germany. BMC Medical Education, 16, Article 314. https://doi.org/10.1186/s12909-016-0833-8
91. Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27–45. https://doi.org/10.1177/1073191105283504
92. Baer, R., & Smith, G. (2004). Assessment of mindfulness by self-report: A conceptual and empirical review. Assessment, 11(3), 191–206. https://doi.org/10.1177/1073191104268029
93. Wong, C.-S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude. The Leadership Quarterly, 13(3), 243–274. https://doi.org/10.1016/S1048-9843(02)00099-1