Background: Medical education is associated with substantial academic and psychological demands that may undermine positive psychological resources such as hope, life satisfaction, and meaning in life, thereby highlighting the need to examine the potential role of mindfulness-based interventions in promoting well-being among medical students. This study examined the effects of a mindfulness intervention on hope, life satisfaction, and meaning in life among Chinese medical students. Methods: A quasi-experimental pretest–posttest control group design was used, with two intact classes assigned to either the intervention group (n = 65) or the control group (n = 65). After attrition, the final sample comprised 58 participants in the experimental group and 60 in the control group. Pre- and post-intervention assessments were conducted using validated Chinese versions of standardized psychological measures. Linear mixed models (LMM) were used to analyze group-by-time interaction effects. Results: The experimental group showed statistically significant improvements in mindfulness, hope, life satisfaction, and meaning in life compared to the control group (p < 0.01), with medium effect sizes (partial η2 ≈ 0.059–0.083). Conclusions: These results provide preliminary evidence supporting the effectiveness of brief mindfulness training in academic settings. Future research should involve larger and more diverse samples, longer follow-up periods, and additional variables to strengthen external validity and clarify the underlying mechanisms.
Aamer Aldbyani (Wed,) studied this question.
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