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Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study
BACKGROUND: Training people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. Training courses must not only address the principles, skills and theory of mindfulness, but the trai...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5103391/ https://www.ncbi.nlm.nih.gov/pubmed/27829408 http://dx.doi.org/10.1186/s12909-016-0810-2 |
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author | Whitesman, Simon Mash, Robert |
author_facet | Whitesman, Simon Mash, Robert |
author_sort | Whitesman, Simon |
collection | PubMed |
description | BACKGROUND: Training people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. Training courses must not only address the principles, skills and theory of mindfulness, but the trainers themselves must be able to embody the practice. There is limited research on the ability of teachers-in-training to embody the practice as a result of teacher training programmes. This study explored the extent to which a short course enabled future teachers to embody mindfulness practice. This first module was part of a larger course of four modules to prepare future teachers of MBIs. METHODS: Qualitative data was obtained from 10 out of 35 end of course written assignments that asked respondents to reflect on their experience of mindfulness practice during the course. These were systematically selected and a focus group interview was also conducted with local participants. Data was analysed by means of the framework method and key themes identified. RESULTS: The combination of a retreat and on-line learning was perceived to be effective. Students reported significant changes in personal functioning as a result of daily mindfulness practice: self-awareness, improved relationships, enhanced connectedness, better self-regulation, enhanced compassion and curiosity towards self and others and self-acceptance. Participants began to introduce elements of mindfulness into their professional practice. CONCLUSIONS: The first module of a post-graduate training programme for health professionals who want to teach MBIs successfully supported students to embody, explore and apply mindfulness in their lives. The integrated teaching modalities of residential retreat and distance-based on-line learning appeared effective. |
format | Online Article Text |
id | pubmed-5103391 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-51033912016-11-10 Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study Whitesman, Simon Mash, Robert BMC Med Educ Research Article BACKGROUND: Training people to deliver mindfulness-based interventions (MBI) is becoming an important activity as mindfulness has been shown to have clinical benefits across a variety of conditions. Training courses must not only address the principles, skills and theory of mindfulness, but the trainers themselves must be able to embody the practice. There is limited research on the ability of teachers-in-training to embody the practice as a result of teacher training programmes. This study explored the extent to which a short course enabled future teachers to embody mindfulness practice. This first module was part of a larger course of four modules to prepare future teachers of MBIs. METHODS: Qualitative data was obtained from 10 out of 35 end of course written assignments that asked respondents to reflect on their experience of mindfulness practice during the course. These were systematically selected and a focus group interview was also conducted with local participants. Data was analysed by means of the framework method and key themes identified. RESULTS: The combination of a retreat and on-line learning was perceived to be effective. Students reported significant changes in personal functioning as a result of daily mindfulness practice: self-awareness, improved relationships, enhanced connectedness, better self-regulation, enhanced compassion and curiosity towards self and others and self-acceptance. Participants began to introduce elements of mindfulness into their professional practice. CONCLUSIONS: The first module of a post-graduate training programme for health professionals who want to teach MBIs successfully supported students to embody, explore and apply mindfulness in their lives. The integrated teaching modalities of residential retreat and distance-based on-line learning appeared effective. BioMed Central 2016-11-09 /pmc/articles/PMC5103391/ /pubmed/27829408 http://dx.doi.org/10.1186/s12909-016-0810-2 Text en © The Author(s). 2016 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Whitesman, Simon Mash, Robert Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study |
title | Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study |
title_full | Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study |
title_fullStr | Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study |
title_full_unstemmed | Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study |
title_short | Examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study |
title_sort | examining the effects of a mindfulness-based distance learning professional training module on personal and professional functioning: a qualitative study |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5103391/ https://www.ncbi.nlm.nih.gov/pubmed/27829408 http://dx.doi.org/10.1186/s12909-016-0810-2 |
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