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Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance
Inclusion of assessment of teaching competence in Mindfulness-Based Program (MBP) teacher training enables international benchmarking of standards, which in turn underpins the integrity of this emerging field and the potential to deliver effective, transformative interventions. However, there is a r...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7673238/ https://www.ncbi.nlm.nih.gov/pubmed/33240575 http://dx.doi.org/10.1177/2164956120973627 |
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author | Crane, Rebecca Koerbel, Lynn Sansom, Sophie Yiangou, Alison |
author_facet | Crane, Rebecca Koerbel, Lynn Sansom, Sophie Yiangou, Alison |
author_sort | Crane, Rebecca |
collection | PubMed |
description | Inclusion of assessment of teaching competence in Mindfulness-Based Program (MBP) teacher training enables international benchmarking of standards, which in turn underpins the integrity of this emerging field and the potential to deliver effective, transformative interventions. However, there is a risk that the inclusion of competence assessment could lead to reductionism and undermining of the pedagogical features that make mindfulness-based teaching distinct. It can also make the costs of training prohibitive. The science underpinning the integrity of competence assessment is not yet robust enough to justify wide scale implementation, but when feasible, including the option for assessment enables trainees to engage in rigorous and effective training processes. When assessment is included, it is critically important that the process is held with awareness and sensitivity, and is implemented by experienced assessors with thoughtful governance. Navigating these issues involves balancing rigour with accessibility and pragmatism. This paper lays out some guidelines for good practice for MBP teaching assessment, and raises unresolved dilemmas and questions. |
format | Online Article Text |
id | pubmed-7673238 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-76732382020-11-24 Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance Crane, Rebecca Koerbel, Lynn Sansom, Sophie Yiangou, Alison Glob Adv Health Med Viewpoint Inclusion of assessment of teaching competence in Mindfulness-Based Program (MBP) teacher training enables international benchmarking of standards, which in turn underpins the integrity of this emerging field and the potential to deliver effective, transformative interventions. However, there is a risk that the inclusion of competence assessment could lead to reductionism and undermining of the pedagogical features that make mindfulness-based teaching distinct. It can also make the costs of training prohibitive. The science underpinning the integrity of competence assessment is not yet robust enough to justify wide scale implementation, but when feasible, including the option for assessment enables trainees to engage in rigorous and effective training processes. When assessment is included, it is critically important that the process is held with awareness and sensitivity, and is implemented by experienced assessors with thoughtful governance. Navigating these issues involves balancing rigour with accessibility and pragmatism. This paper lays out some guidelines for good practice for MBP teaching assessment, and raises unresolved dilemmas and questions. SAGE Publications 2020-11-09 /pmc/articles/PMC7673238/ /pubmed/33240575 http://dx.doi.org/10.1177/2164956120973627 Text en © The Author(s) 2020 https://creativecommons.org/licenses/by-nc/4.0/ Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Viewpoint Crane, Rebecca Koerbel, Lynn Sansom, Sophie Yiangou, Alison Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance |
title | Assessing Mindfulness-Based Teaching Competence: Good Practice
Guidance |
title_full | Assessing Mindfulness-Based Teaching Competence: Good Practice
Guidance |
title_fullStr | Assessing Mindfulness-Based Teaching Competence: Good Practice
Guidance |
title_full_unstemmed | Assessing Mindfulness-Based Teaching Competence: Good Practice
Guidance |
title_short | Assessing Mindfulness-Based Teaching Competence: Good Practice
Guidance |
title_sort | assessing mindfulness-based teaching competence: good practice
guidance |
topic | Viewpoint |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7673238/ https://www.ncbi.nlm.nih.gov/pubmed/33240575 http://dx.doi.org/10.1177/2164956120973627 |
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