Research Day
INTRODUCING MINDFULNESS INTO THE UME CURRICULUM: ASSESSING THE UTILITY OF A STUDENT-FACILITATED EXPERIENTIAL APPROACH
Document Type
Abstract
Date
2021
Abstract
Background: Given its physical and emotional benefits, mindfulness has received increased attention in the medical field. However, it is not clear if mandatory mindfulness events promote adoption of mindful practices.
Objective: This study evaluated the effectiveness of a student-led experiential teaching approach in encouraging medical students to adopt a mindfulness practice.
Methods: A mindfulness event was hosted, including an overview of mindfulness research, examples of zero-second practices, a sitting meditation, and a choice of 3 breakout sessions (e.g. walking, yoga). Students were invited to participate in anonymous pre- and post-surveys, including current mindfulness interests and experiences as well as the Applied Mindfulness Process Scale (AMPS) and Perceived Stress Scale (PSS). Of the class of 84 students, 38 completed both surveys. Quantitative statistical analysis was performed in SPSS and qualitative responses were analyzed.
Results: Pre- and post-AMPS and PSS scores showed no statistically significant difference. Students felt less judged practicing mindfulness after the mindfulness event (p=0.026). Being able to choose breakout sessions was rated most effective (50% indicating "very much"). Lack of time appeared to be the biggest obstacle in practicing mindfulness (62% of students who elected to comment). 68% of students were somewhat or more motivated to practice mindfulness after the event.
Discussion: These results indicate that incorporating mindfulness into the medical school curriculum may be useful in decreasing stigma and increasing mindful practices. Recognizing multiple forms of mindfulness and providing options may help establish a mindfulness practice amongst medical students.