Mindfulness training may reduce perceived stress and result in short-term increase in academic performance in veterinary education.
Aliye Karabulut-Ilgu, Bonnie Hay Kraus, Amelia Mindthoff
American journal of veterinary research January 23, 2026 DOI: 10.2460/ajvr.25.07.0271 via PubMed
Summary
A structured mindfulness training program for veterinary students in an anesthesiology course was associated with reduced perceived stress and increased self-compassion, while depression scores remained unchanged. The mindfulness group scored about 9 percentage points higher on the second midterm than the comparison group, but by the final examination all students had improved and no significant differences remained. The training may offer transient academic benefits and support well-being in veterinary education.
Study at a glance
| Characteristics | Quasi-experimental Peer reviewed |
|---|---|
| Population | Veterinary students enrolled in a second-year anesthesiology course |
| Keywords | Academic performance Mindfulness training Perceived stress Self-compassion Veterinary education |
| Key finding | Mindfulness training was associated with reduced perceived stress, enhanced self-compassion, and a transient improvement in midterm performance. |
Abstract
To investigate whether a structured mindfulness training program could reduce anxiety and enhance academic performance among veterinary students in an anesthesiology course. All students enrolled in a second-year veterinary anesthesiology course during 1 term were offered participation in the mindfulness program, with volunteers forming the intervention group and nonparticipants serving as a comparison group. Perceived stress, self-compassion, and depression were measured before and after the program using validated questionnaires, and academic performance was assessed via scores on the second midterm examination and final examination. The study followed an action research framework and employed a quasi-experimental design. After training, the intervention group demonstrated a substantial reduction in perceived stress and an increase in self-compassion, whereas the comparison group showed minimal change. Depression scores remained unchanged in both groups. On the second midterm, the mindfulness group's mean score exceeded that of controls by approximately 9 percentage points. By the final examination, all students had improved, and no significant score differences persisted. Mindfulness training was associated with reduced perceived stress, enhanced self-compassion, and a transient improvement in midterm performance. Mindfulness interventions may support veterinary students' well-being and academic success.