scholarly journals Mindfulness in medical education: Students’ perceptions and four recommendations for implementation of a mindfulness intervention

2020 ◽  
Vol 7 (2) ◽  
pp. 3-12
Author(s):  
Millaray Sanchez-Campos ◽  
Doug Archibald PhD ◽  
Heather MacLean ◽  
Diana Koszycki ◽  
Carol Gonsalves
Keyword(s):  
School Curriculum ◽  
Anxiety And Depression ◽  
Clinical Implications ◽  
Self Awareness ◽  
Education Students ◽  
Student Wellness ◽  
Mindfulness Intervention ◽  
Protected Time ◽  
Key Features ◽  
Institutional Benefits

Background: Faculties of Medicine around the globe have implemented mindfulness-based curricula to deal with medical student’s burnout, anxiety and depression. The purpose of this qualitative study is to assess students’ perception of a mandatory mindfulness intervention and their recommendations for further curricula development and implementation.Methods:  Third-year medical students participated in a mandatory three-hour mindfulness workshop embedded in their family medicine academic week. Eleven students consented to two interviews which explored their perceptions of mindfulness and the workshop in relation to their personal and professional wellbeing as well as their views for the implementation of a longitudinal mindfulness curriculum.Results:  Student and institutional benefits and barriers relating to the curriculum were identified.  Student’s benefits included positive changes in stress, self-awareness and personally   that also translated into self-reported better patient care. Students reported lack of time, forgetting to practice and lack of knowledge about mindfulness as barriers. Institutional pride for their support of student wellness and an overfilled curriculum, were the major institutional benefits and barriers respectively, to the expansion of this curriculum. Among developing an implementing a longitudinal mindfulness curriculum, we found four key features to consider: Firstly to engage the stakeholders; secondly, to incorporate the mindfulness intervention into the curriculum with both a mandatory and elective component; thirdly, to emphasize the clinical implications of the mindfulness intervention and fourthly, to have protected time for wellness interventions.Conclusions: Introducing mindfulness into the undergraduate medical school curriculum through this workshop resulted in perceived personal, institutional and professional benefits. For faculties of medicine that want to implement a mindfulness intervention, we found four key components for implementing a mindfulness intervention in their institutions. Further research is needed to better quantify the benefits and to identify ways to manage barriers at both individual and institutional levels. 

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

scholarly journals Use of cognitive–behavioural therapy skills among trained psychiatrists

2006 ◽  
Vol 30 (2) ◽  
pp. 58-60 ◽  
Author(s):  
Graeme Whitfield ◽  
Moira Connolly ◽  
Alan Davidson ◽  
Chris Williams
Keyword(s):  
Professional Development ◽  
Cognitive Behavioural Therapy ◽  
Behavioural Therapy ◽  
Postal Survey ◽  
Clinical Implications ◽  
Therapeutic Activity ◽  
Protected Time ◽  
Training And Supervision ◽  
Cognitive Behavioural ◽  
The Cost

Aims and MethodPrevious studies have suggested that despite the cost of attendance at postgraduate cognitive–behavioural therapy (CBT) courses, psychiatrists are unable to engage in CBT after qualification. A postal survey of psychiatrists with postgraduate CBT training currently practising in Scotland was performed to assess the levels of training and supervision that they provide, therapeutic CBT activity, and supervision and continued professional development that they receive.ResultsOf the 58 psychiatrists, 51 replied to the survey (88%). Less than half of the respondents supervised other staff. Although 43 (84%) engaged in some therapeutic CBT activity, only 25 (49%) received supervision for their own practice. The main reasons given for not engaging in CBT therapeutic activity were that there was inadequate ‘protected time’ and that CBT had not been included in ‘job plans'.Clinical ImplicationsPsychiatrists can help to disseminate CBT skills. To do this, they require personal supervision, and time for the development and maintenance of therapeutic skills as well as for the training and supervision of others. This survey builds on the results of others and indicates that these requirements are currently being inadequately met.

Characteristics of an Effective Internal Dialogue in the Acquisition of Self-Information

1995 ◽  
Vol 15 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Alain Morin
Keyword(s):  
Problem Solving ◽  
Clinical Implications ◽  
Self Awareness ◽  
Precise Formulation ◽  
Internal Dialogue ◽  
Self Talk ◽  
Complementary Analysis ◽  
Problem Solving Task

This article raises the question of how self-talk mediates self-awareness. It is argued that the process of acquiring self-information can be seen as a problem-solving task, and that self-talk can facilitate this process (as it does for any other problem) by promoting a precise formulation and approach to the problem, by adequately focusing attention on the task, and through constant self-evaluations. A complementary analysis of the possible characteristics of an effective internal dialogue in the acquisition of self-information is undertaken. Among other things, taking others' perspective through self-talk, possessing a rich vocabulary about oneself, and paying attention to the content of one's self-talk are believed to be important in that respect. Clinical implications raised by this analysis are also discussed.

Social Factors and Comorbidity of Depressive and Anxiety Disorders

1996 ◽  
Vol 168 (S30) ◽  
pp. 50-57 ◽  
Author(s):  
G.W. Brown ◽  
T. O. Harris ◽  
M. J. Eales
Keyword(s):  
Inner City ◽  
Psychosocial Factors ◽  
Social Factors ◽  
Adult Life ◽  
Anxiety And Depression ◽  
Clinical Implications ◽  
Comorbid Conditions ◽  
Childhood Experiences ◽  
Considerable Impact ◽  
The Impact

Differences in rates of depression across and between populations can be considerable and are largely determined by psychosocial factors. Such findings have important implications for comorbidity. On the basis of multiplying independent probabilities, the proportion of comorbid conditions increases as base rates of the disorders increase in a population. If such a chance combination has clinical implications, it would appear to be a “fact” of significance irrespective of biological underpinnings. In a recent survey of 404 women living with at least one child in an inner-city area, the rate of both anxiety and depression was highly related to the childhood experiences of neglect and abuse. However, adversity in adult life (e.g. widowhood or divorce), which might be expected to relate to current stressors, was only related to the rate of depression. The two risk factors had a considerable impact on comorbidity by increasing the rate of each disorder and thus the probability of their occurring together. They had a lesser impact as “common antecedents”. If both influences are considered, such adversity explains around half of the comorbidity. This is a conservative estimate of the impact of psychosocial factors.

scholarly journals Modern depressive disorder phenomena associated with suicidal male behavior

2020 ◽  
Vol 86 (1) ◽  
pp. 46-50
Author(s):  
G. Koltsova
Keyword(s):  
Suicidal Behavior ◽  
Depressive Disorders ◽  
Severe Depression ◽  
Main Group ◽  
Anxiety And Depression ◽  
Control Group ◽  
Self Awareness ◽  
Comprehensive Survey ◽  
High Level ◽  
Severe Anxiety

It was conducted a comprehensive survey of 100 men with depressive disorders. The clinical, psychopathological and pathopsychological features of depressive disorders associated with suicidal behavior in men were analyzed. All subjects were divided into two groups: the main group consisted of 51 patients with signs of suicidal behavior, control group consisted of 49 patients without signs of suicidal behavior. It has been shown that the clinical structure of depressive disorders is presented by sad (in 35.5 % of patients in the main group and in 34.7 % of control group), emotionally labile (in 29.9 % and in 31.3 %, respectively) and apathetic (in 34.6 % and in 34.0 %) variants. It has been established, that men with depressive disorders associated with self-destructive behavior have a high level of suicidal risk, low self-awareness of death, major or moderate depressive episode by MADRS, severe depression by HAM-D, clinically severe anxiety and depression by HADS, presence of serious suicidal intentions on the Columbian scale. Suicidogenic factors in men with depressive disorders are frustration of basic needs, loss of targeted personality installations and alcohol consumption. Keywords: depressive disorders, depression, anxiety, suicidal behavior.

scholarly journals An investigation into the relationship between meta memory, anxiety and depression among University students.

2020 ◽  
Vol 4 (1) ◽  
pp. 57-86
Author(s):  
Ali Shoeib ◽  
Keyword(s):  
Standard Deviation ◽  
University Students ◽  
College Of Education ◽  
Anxiety And Depression ◽  
Education Students ◽  
The Relationship ◽  
Research Tools

The study aimed at investigating the relationship between meta memory, anxiety and depression among university students. Sample consisted of 500 of College of Education students, Menofiea University, of both sex (61 males and 436 females) with mean age of 23.9 years and standard deviation 3.59. The study modified the Meta memory scale by Troyer and Rich (2019) and the Anxiety inventory scale by Beck,1989. Depression was measured by Beck Depression list modified by Abdelkalek (1996). Results showed reliable and validity scores of the research tools. Also, subscales of meta memory were significantly correlated to each other and significant correlations obtained between meta memory subscales with anxiety and depression.

scholarly journals Effects of Logotherapy-Based Mindfulness Intervention on Internet Addiction among Adolescents during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Xun Liu ◽  
Jiguo Jiang ◽  
Yanli Zhang
Keyword(s):  
Internet Addiction ◽  
Positive Emotions ◽  
Negative Impact ◽  
Anxiety And Depression ◽  
Control Group ◽  
Five Dimensions ◽  
Mindfulness Intervention ◽  
Positive Coping ◽  
Negative Coping ◽  
Novel Coronavirus

Background: The global outbreak of the novel coronavirus pneumonia (COVID-19) has seriously affected people’s work and lives. Disaster-related traumatic stress events increase the risk of substance abuse. Therefore, the COVID19 outbreak, as a stress event, inevitably has a negative impact on Chinese adolescents with Internet addiction. Methods: In 2020, 1787 copies of the questionnaire were randomly distributed among adolescents aged 12–16 years in three communities in Shandong Province, China. Among the respondents, 121 Internet addicts voluntarily participated and were divided into the experiment group (60 members) and the control group (61 members). Logotherapybased mindfulness intervention was carried out on the experiment group. The effects of the intervention were analyzed after eight weeks of intervention. Results: After the intervention, significant decreases occurred in the scores of Internet addiction and its five dimensions in the experiment group (P < 0.05), thereby implying better invention effects in the experiment group than the control group. The experiment group exhibited an increase in the positive coping score and a decrease in the negative coping score (P < 0.05). Significant decreases were found in the anxiety and depression scores in the experiment group (P < 0.05). Conclusion: Logotherapy-based mindfulness intervention can significantly reduce the degree of Internet addiction among adolescents during the COVID-19 period, improve their positive emotions, reduce their negative emotions, and alleviate the degree of anxiety and depression in adolescents.

scholarly journals Comorbidity Between Internalising and Externalising Disorders Among Adolescents: Symptom Connectivity Features and Psychosocial Outcome

2021 ◽  
Author(s):  
Cecilia A. Essau ◽  
Alejandro de la Torre-Luque
Keyword(s):  
Coping Skills ◽  
Self Esteem ◽  
Anxiety And Depression ◽  
Clinical Implications ◽  
Service Utilisation ◽  
Externalising Disorders ◽  
Internalising Disorders ◽  
Nationally Representative ◽  
And Coping ◽  
Significant Covariates

AbstractInternalising disorders are highly prevalent conditions in adolescence and tend to co-occur with externalising disorders. The present study used a symptom network approach to examine the interplay between symptoms of internalising disorders among adolescents with comorbid internalising and externalising disorders. Data comes from the National Comorbidity Survey—Adolescent Supplement, a nationally representative survey of adolescents aged 13 to 18 years. The most central symptoms across the disorders in the network were poor self-esteem and worry. The comorbidity between anxiety and depression increases the probability of having comorbid externalising disorders. Adolescents with both internalising and externalising disorders had the highest rate of health service utilisation. Comorbidity group, lifestyle factors, deficits in cognitive and academic competence and coping skills were significant covariates of the mental health outcomes. Understanding comorbidity profile of internalising and externalising disorders and central symptoms that bridge these disorders could have important clinical implications.

Critical Service Learning Toolkit

2018 ◽  
Author(s):  
Annette Johnson ◽  
Cassandra McKay-Jackson ◽  
Giesela Grumbach
Keyword(s):  
Service Learning ◽  
School Engagement ◽  
Interdisciplinary Approach ◽  
Thinking Skills ◽  
School Curriculum ◽  
Critical Thinking Skills ◽  
Self Awareness ◽  
Academic Skill ◽  
Web Mapping ◽  
Social And Emotional

Critical Service Learning Toolkit offers a strengths-based, interdisciplinary approach to promoting social competence while enhancing emotional and academic skill development. Designed as a user-friendly guide to carrying out successful CSL projects, this Toolkit provides practitioners with step-by-step assistance in planning, implementing, and evaluating Critical Service Learning (CSL) projects in elementary and high schools. CSL trains youth to become active and conscientious citizens through engagement and leadership experiences that meet real needs in the community. This approach is unique in that it places the youth/student at the center of the process. Prioritizing social and emotional learning (SEL) and school engagement, CSL changes the role of the school-based, counseling professional into that of a facilitator who encourages skill-building, reflection, and civic engagement. Cultivating self-awareness, social-consciousness, and critical-thinking skills, brainstorming and community web mapping activities serve as the cornerstone of CSL and allow youth to become comfortable articulating concerns about their communities. By extending learning beyond the classroom and into the community, CSL enhances what is taught throughout the school curriculum, at all levels, and fosters a sense of civic responsibility and social agency.

scholarly journals Comparison of emotional intelligence between psychiatrists and surgeons

2011 ◽  
Vol 35 (4) ◽  
pp. 124-129 ◽  
Author(s):  
Clive Stanton ◽  
Faisil Nasim Sethi ◽  
Oliver Dale ◽  
Michael Phelan ◽  
James Theodore Laban ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Comparative Analysis ◽  
Social Responsibility ◽  
Stress Tolerance ◽  
Impulse Control ◽  
Assessment Tool ◽  
Clinical Implications ◽  
Self Awareness ◽  
Emotional Quotient ◽  
Emotional Quotient Inventory

Aims and methodA comparative analysis of emotional intelligence between psychiatrists and surgeons using the Bar-On Emotional Quotient Inventory (Bar-On EQ-i) validated assessment tool. Applied to psychiatrists and surgeons with postgraduate membership in Greater London.ResultsA total of 148 individuals were recruited. The median scores for Total EQ scores were average, with no difference in Total EQ between psychiatrists and surgeons (P = 0.872). Psychiatrists scored significantly higher in the subscales of emotional self-awareness (P = 0.002), empathy (P = 0.005), social responsibility (P = 0.04) and impulse control (P = 0.011). Surgeons scored significantly higher in the subscales of self-regard (P = 0.005), stress tolerance (P < 0.0001) and optimism (P = 0.009).Clinical implicationsThere are significant differences between psychiatrists and surgeons in the component factors that make up the Total EQ score. They seemingly correspond with widely held perceptions.

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