EFEKTIVITAS PROGRAM MINDFULNESS-BASED STRESS REDUCTION (MBSR) TERHADAP TINGKAT STRESS PADA MAHASISWA KEDOKTERAN: LITERATURE REVIEW
DOI:
https://doi.org/10.31004/joecy.v6i1.8959Keywords:
Mindfulness-Based Stress Reduction (MBSR), mahasiswa kedokteran, kesehatan mental, intervensi nonfarmakologis, stress akademik, self-compassionAbstract
Mahasiswa kedokteran merupakan salah satu kelompok dengan tingkat stres akademik tertinggi akibat tingginya beban belajar, tuntutan klinis, serta tekanan evaluasi yang berkelanjutan. Kondisi stres kronis yang tidak tertangani dapat menimbulkan gangguan tidur, depresi, kecemasan, hingga penurunan empati klinis dan performa akademik. Salah satu intervensi nonfarmakologis yang banyak diteliti untuk mengatasi masalah ini adalah Mindfulness-Based Stress Reduction (MBSR). Program MBSR merupakan pelatihan delapan minggu yang berfokus pada peningkatan kesadaran penuh terhadap pengalaman saat ini melalui meditasi, yoga ringan, dan refleksi diri. Literature review ini bertujuan meninjau bukti empiris terkini (periode 2020–2025) mengenai efektivitas MBSR dalam menurunkan tingkat stres pada mahasiswa kedokteran. Hasil telaah menunjukkan bahwa sebagian besar penelitian melaporkan penurunan signifikan skor stres setelah mengikuti program MBSR, baik yang dilakukan secara tatap muka maupun daring. Faktor-faktor yang memengaruhi keberhasilan intervensi meliputi durasi dan konsistensi latihan, dukungan institusional, serta motivasi pribadi peserta. Selain itu, efektivitas MBSR juga sebanding dengan intervensi psikologis lain seperti Cognitive Behavioral Therapy (CBT) dan relaxation training, bahkan menunjukkan hasil lebih baik ketika dikombinasikan dengan pelatihan self-compassion. Secara keseluruhan, MBSR terbukti sebagai intervensi sederhana, efektif, dan fleksibel yang dapat diintegrasikan ke dalam kurikulum pendidikan kedokteran guna meningkatkan kesejahteraan psikologis dan kemampuan adaptasi mahasiswa terhadap stres akademik
References
Alshehri, A., Alshehri, B., Alghadir, O., Basamh, A., Alzeer, M., Alshehri, M., & Nasr, S. (2023). The prevalence of depressive and anxiety symptoms among first-year and fifth-year medical students during the COVID-19 pandemic: a cross-sectional study. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04387-x
Arijanto, T. A., Yahya Muhidin, Asyraf, M. F. A., Wahyuni, E., & Agrianto, R. A. (2025). Mindfulness-based Intervention to Reduce Stress among College Students. Indonesian Psychological Research, 7(1), 55–66. https://doi.org/10.29080/ipr.v7i1.1381
Bacık Yaman, G., Nar, B., & İşcan, G. (2024). Perceived Stress in Medical Education: Relationship with Empathy and Stigmatisation. SDÜ Tıp Fakültesi Dergisi. https://doi.org/10.17343/sdutfd.1496746
Brami, C., Sultan, S., Robieux, L., Piot, M. A., Gartili, H., & Zenasni, F. (2023). Understanding students’ motivations for participating in a mindfulness course: a qualitative analysis of medical students’ views. BMC Complementary Medicine and Therapies, 23(1). https://doi.org/10.1186/s12906-023-03949-2
Calderone, A., Latella, D., Impellizzeri, F., de Pasquale, P., Famà, F., Quartarone, A., & Calabrò, R. S. (2024). Neurobiological Changes Induced by Mindfulness and Meditation: A Systematic Review. In Biomedicines (Vol. 12, Issue 11). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/biomedicines12112613
Chaabane, S., Chaabna, K., Khawaja, S., Aboughanem, J., Mamtani, R., & Cheema, S. (2025). Epidemiology of sleep disturbances among medical students in the Middle East and North Africa: a systematic review and meta-analysis. Journal of Global Health, 15. https://doi.org/10.7189/JOGH.15.04099
Chen, H., Xuan, H., Cai, J., Liu, M., & Shi, L. (2024). The impact of empathy on medical students: an integrative review. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05448-5
Gunawan, D., Antico, L., Nardi, W., & Brewer, J. (2025). Developing a mindfulness program for pre-clinical medical students in Indonesia: a mixed-methods study on suitability and appropriateness. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-07642-5
Kaisti, I., Kulmala, P., Hintsanen, M., Hurtig, T., Repo, S., Paunio, T., Miettunen, J., Halt, A. H., & Jääskeläinen, E. (2024). The effects of mindfulness-based interventions in medical students: a systematic review. In Advances in Health Sciences Education (Vol. 29, Issue 1, pp. 245–271). Springer Science and Business Media B.V. https://doi.org/10.1007/s10459-023-10231-0
Lu, C. P., Dijk, S. W., Pandit, A., Kranenburg, L., Luik, A. I., & Hunink, M. G. M. (2024). The effect of mindfulness-based interventions on reducing stress in future health professionals: A systematic review and meta-analysis of randomized controlled trials. In Applied Psychology: Health and Well-Being (Vol. 16, Issue 2, pp. 765–792). John Wiley and Sons Inc. https://doi.org/10.1111/aphw.12472
Moore, S., Mavaddat, N., Auret, K., Hassed, C., Chambers, R., Sinclair, C., Wilcox, H., & Ngo, H. (2024). The Western Australian medical schools mindfulness project: a randomised controlled trial. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-06128-0
Santiago, I. S., de Castro e Castro, S., de Brito, A. P. A., Sanches, D., Quintanilha, L. F., de Miranda Avena, K., & Andrade, B. B. (2024). Stress and exhaustion among medical students: a prospective longitudinal study on the impact of the assessment period on medical education. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05617-6
Sperling, E. L., Hulett, J. M., Sherwin, L. A. B., Thompson, S., & Bettencourt, B. A. (2023). The effect of mindfulness interventions on stress in medical students: A systematic review and meta-analysis. PLoS ONE, 18(10 October). https://doi.org/10.1371/journal.pone.0286387
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Naura Adhwa Naziihah, Elies Fitriani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
