Maham Rehman, Faran Khalid, Urmi Sheth, Lulwa Al-Duaij, Justin Chow, Arden Azim, Nicole Last, Sarah Blissett, Matthew Sibbald
Quarantining From Professional Identity: How Did COVID-19 Impact Professional Identity Formation in Undergraduate Medical Education?
Perspectives on medical education
nearly one three us adolescents meet criteria anxiety issue worsened covid19 pandemic developed videobased slow diaphragmatic breathing stressreduction curriculum high school students evaluated feasibility tolerability preliminary effectiveness clusterrandomized feasibility pilot compared 5min slow diaphragmatic breathing 5 weeks treatmentasusual control among four 12thgrade public high school classes students individually participated school covid19related hybrid teaching slow diaphragmatic breathing three timesweek breath science education onceweek feasibility based completion breathing exercises breath science education preliminary effectiveness assessments easetolerability based qualitative assessments preliminary effectiveness measured statetrait anxiety inventory stai timedexhale carbon dioxide tolerance test co2tt physiological stress response descriptive statistics repeated analysis variance performed quantify compare outcomes time periods human subjects research approval granted western irbcopernicus group wcg irb clinicaltrialsgov identifier nct05266833 fortythree students consented participate breath practice compliance ranged 29 83 across classes weeks decreased average 5 weeks compliance breath science videos ranged 43 86 weekly staistate co2tt measures varied 36 86 compliance easetolerability assessments ranged 0 60 preliminary effectiveness assessments compliance varied across classes 83 89 baseline 29 72 followup curriculum rated somewhattodefinitely usefulbeneficial definitelytovery easytolerable students reported enjoying diaphragmatic breathing co2tt breath science education found extended exhales challenging curriculum assessments timeconsuming preliminary effectiveness analyses indicated significant changes stai co2tt baseline followup breathing exercises p 005 implementation 5week slow breathing curriculum feasible tolerable cohort compliance tolerability effectiveness may improved inclass participation future research simple accessible slowbreathing exercises warranted address todays adolescent stressmanagement crisis clinicaltrialsgov identifier nct05266833