The value of peer-support after the 22 July 2011 terrorattack: a follow-up focus-group study of gatherings for survivors from Utøya in Tromsø, Norway.

Working memory (WM) is a core component of executive function, allowing individuals to temporarily retain and manipulate information for complex cognitive tasks, such as comprehension, reasoning, and decision-making [, ]. Its importance is especially evident in academic contexts, where it is a stronger predictor of scholastic achievement than general intelligence [, ]. For students in health science disciplines, demands on WM increase because they must process extensive theoretical knowledge, manage emotionally charged patient interactions, and make high-stakes clinical decisions, all under significant time and performance pressures [, ]. These cognitive loads are often increased by persistent stressors, such as heavy workload, clinical duties, institutional expectations, and limited opportunities for recovery, which affect WM by disrupting the prefrontal cortex function through elevated cortisol levels. Ultimately, these factors may hinder both academic achievement and clinical performance [, ]. Mindfulness-based interventions (MBIs), including mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT), have gained traction in educational settings as strategies to support cognitive performance and mental health. These standardised programs typically comprise weekly 1.5 to 2-hour group sessions, daily home practice of approximately 45 min for six days per week, and a full-day silent retreat in weeks 6 or 7, spanning a total duration of 8 weeks. MBSR incorporates sitting meditation, body scan, and Hatha yoga, whereas MBCT includes sitting meditation and body scan but replaces the Hatha yoga component with cognitive behavioural therapy elements [, ]. MBI programs have consistently demonstrated cognitive and emotional benefits in undergraduate healthcare students, including enhanced WM capacity, greater mindfulness, and reduced stress [, ]. Meta-analyses have further reported small-to-moderate improvements in WM accuracy and cognitive control following full-length MBIs [, ]. Neuroimaging studies suggest that these benefits may be mediated by neuroplastic changes, particularly in the prefrontal cortex, insula, anterior cingulate cortex, and hippocampus—regions involved in self-regulation and memory consolidation [–]. Despite these benefits, the substantial time commitment of an 8-week MBI limits its feasibility for undergraduate healthcare students balancing intensive academic workloads and restricted resources []. These barriers are particularly salient for younger populations, where travel requirements and program costs further constrain participation. Consequently, shorter or brief MBIs have been developed to improve accessibility and engagement while preserving the core mindfulness principles [, ]. Evidence indicates that such adaptations can produce meaningful improvements in WM, mindfulness, and stress reduction [–], supporting their feasibility in undergraduate healthcare settings.