Medical students' experience of mindfulness training in the UK: wellbeing, coping reserve and professional development.

Alice Malpass, Kate Binnie, Lauren Robson

Research output: Contribution to journalArticle (Academic Journal)peer-review

5 Citations (Scopus)
255 Downloads (Pure)

Abstract

Medical school can be a stressful experience for students resulting in stress related mental health problems. Policy recommendations from the General Medical Council (GMC), the body responsible for improving medical education in the UK, recommend the use of mindfulness training to increase wellbeing and resilience to stress. Students participating in an eight week mindfulness training between Autumn 2011 and Spring 2015 were invited to complete a free text survey at the end of their mindfulness course. In addition, six qualitative interviews were conducted lasting between 60 and 90 minutes. Interviews used a topic guide, were recorded and transcribed verbatim. We used the Framework Approach to analyse the data. Students reported a new relationship to their thoughts and feelings which gave a greater sense of control and resiliency, an ability to manage their workload better and more acceptance of their limitations as learners. The small group context was important. Students described improved empathy and communication skills through building inner awareness of thoughts and feelings, noticing judgments and developing attentive observation. Findings show how resiliency and coping reserve can be developed within medical education and the role of mindfulness in this process. We present a conceptual model of a learnt cycle of specific vulnerability and describe how MBCT intercepts at various junctures in this self-reinforcing cycle through the development of new coping strategies that embrace an ‘allowed vulnerability’.
Original languageEnglish
Article number4021729
Number of pages10
JournalEducation Research International
Volume2019
DOIs
Publication statusPublished - 3 Feb 2019

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