***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Longitudinal research investigating the enduring impact of mindfulness training is scarce . This study investigates the six-year effects of a seven-week mindfulness-based course , by study ing intervention effects in the trajectory of dispositional mindfulness and coping skills , and the association between those change trajectories and subjective well-being at six-year follow-up . 288 Norwegian medical and psychology students participated in a r and omized controlled trial . 144 received a 15-hour mindfulness course over seven weeks in the second or third semester with booster sessions twice yearly , while the rest continued their normal study curricula . Outcomes were subjective well-being , and dispositional mindfulness and coping assessed using the Five Facet Mindfulness Question naire and the Ways of Coping Checklist . Analyses were performed for the intention-to-treat sample , using latent growth curve models . At six-year follow-up , students receiving mindfulness training reported increased well-being . Furthermore , they reported greater increases in the trajectory of dispositional mindfulness and problem-focused coping along with greater decreases in the trajectory of avoidance-focused coping . Increases in problem-focused coping predicted increases in well-being . These effects were found despite relatively low levels of adherence to formal mindfulness practice . The findings demonstrate the viability of mindfulness training in the promotion of well-being and adaptive coping , which could contribute to the quality of care given , and to the resilience and persistence of health care professionals . Trial registration : Clinical trials.gov CONTEXT There is considerable evidence that emotional intelligence , previous academic achievement ( i.e. cumulative grade point average ( GPA ) ) and personality are associated with success in various occupational setting s. This study evaluated the relationships of these variables with psychological health of first year medical students during stressful periods . METHODS A 1-year prospect i ve study was done with students accepted into the School of Medical Sciences , Universiti Sains Malaysia . Information on emotional intelligence , GPA and personality traits were obtained prior to admission . The vali date d Universiti Sains Malaysia Emotional Quotient Inventory and Universiti Sains Malaysia Personality Inventory were used to measure emotional intelligence and personality traits , respectively . Stress , anxiety and depression were measured by the  21-item Depression Anxiety Stress Scale during the end-of-course ( time 1 ) and final ( time 2 ) examinations . RESULTS At the less stressful period ( time 1 ) , stress level was associated with agreeableness and the final GPA , anxiety level was associated with emotional control and emotional conscientiousness and depression level was associated with the final GPA and extraversion . At the more stressful period ( time 2 ) , neuroticism associated with stress level , anxiety level was associated with neuroticism and emotional expression , and depression level was associated with neuroticism . CONCLUSIONS This study found that neuroticism was the strongest associated factor of psychological health of medical students during their most stressful testing period . Various personality traits , emotional intelligence and previous academic performance were associated factors of psychological health during a less stressful period . These data suggest that early identification of medical students who are vulnerable to the stressful environment of medical schools might help them maintain psychological well-being during medical training CONTEXT The freshman year of medical school is a stressful period in the lives of future doctors . Resilience to this stress differs greatly , leading to different health outcomes . Less resilient students , whose health may deteriorate early in their education , are at greater risk for developing stress-related diseases . Early identification of individuals at risk and the provision of tailored health-promoting interventions might prevent this . OBJECTIVES This study was design ed to investigate : ( i ) how the health of medical students develops over the freshman year , and ( ii ) whether certain protective factors can predict general and mental health status after 1 year of medical education . METHODS A prospect i ve , longitudinal , observational study was conducted at one medical school .  Self-rated general and mental health status before and after the freshman year were used as outcomes . In addition to socio-demographic variables and leisure activities , personality and study -related behaviour and experience were surveyed as potential predictors . Both descriptive techniques and logistic regression analyses were employed to identify predictors for general and mental health separately . RESULTS At baseline , 93 % of medical students rated their general health and 88 % rated their mental health as good . These frequencies declined over the first year to 76 % and 84 % , respectively . For general health , regular physical activity was the strongest predictor ( odds ratio [ OR ] 4.58 ) . Satisfaction with life ( OR 1.18 ) and balance and mental stability ( OR 1.20 ) emerged as positive predictors , and age ( OR 0.85 ) and striving for perfection ( OR 0.76 ) as negative predictors . Mental health status was predicted by emotional distancing ( OR 1.25 ) , experience of social support ( OR 0.73 ) , neuroticism ( OR 0.89 ) and age ( OR 0.85 ) . CONCLUSIONS Self-rated general and mental health declined throughout the first year of medical education . Physical activity proved to be a strong predictor for the maintenance of good general health . This finding may represent a starting point for health-promoting interventions , such as the provision of time slots for physical activity 
    Output:
    
Lower levels of perceived stress , as well as lower levels of neuroticism were found to predict better health-related outcomes .
Conclusions Further research , by using harmonized tools for the assessment of outcomes , as well as predictors , is needed to determine what keeps students healthy and well during medical education .