Objectives

Mindfulness is now widely used therapeutically in health settings, but for a range of reasons, it is not commonly integrated into the education of health professionals. This article aims to share practical insights and lessons learned from teaching mindfulness as core curriculum to the whole cohorts of medical students at Monash University.

Methods

This reflective article will provide a personal perspective drawing on many years’ experience since the early 1990s of integrating mindfulness into the core medical curriculum including outlining the mindfulness-based lifestyle program delivered to the medical students. This will provide a backdrop to sharing important lessons relating to preparation, integration, delivery and review of mindfulness curriculum. A range of practical issues will be explored including making the case for it to faculty, finding the right language, giving it a context and rationale, using the most conducive teaching style, having the right tutors, carefully dealing with resistance, finding appropriate methods of assessment and the importance of review.

Results

Evaluations and feedback on the program over a number of years have shown a high level of acceptance and utilisation of mindfulness-based skills by students. Since its inception, mindfulness training has now become integral in the training of many other health professional students at Monash.

Conclusions

If done effectively, mindfulness can be successfully introduced and integrated into core curriculum of medical and allied health students using it as a meta-skill to support the development of student wellbeing a range of important clinical competencies.

中文翻译：

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将正念引入医学和相关健康课程的艺术

目标

正念现在在健康环境中被广泛用于治疗，但由于各种原因，它通常没有被纳入卫生专业人员的教育中。本文旨在向莫纳什大学的全体医学生分享正念教学作为核心课程的实践见解和经验教训。

方法

这篇反思性文章将提供个人观点，借鉴自 1990 年代初以来将正念融入核心医学课程的多年经验，包括概述向医学生提供的基于正念的生活方式计划。这将为分享有关正念课程的准备、整合、交付和审查的重要课程提供背景。将探讨一系列实际问题，包括向教师说明理由、找到合适的语言、赋予其背景和基本原理、使用最有利的教学风格、拥有合适的导师、仔细处理阻力、找到适当的方法评估和审查的重要性。

结果

多年来对该计划的评估和反馈表明，学生对基于正念的技能的接受和利用程度很高。自成立以来，正念培训现已成为蒙纳士许多其他健康专业学生培训中不可或缺的一部分。

结论

如果有效地进行，正念可以成功地被引入并整合到医学和专职健康学生的核心课程中，将其作为元技能来支持学生福祉的发展，包括一系列重要的临床能力。