我们能就基于正念的专业教学是什么样达成共识吗？对正念减压疗法教师认证课程的研究所得经验教训。
Can We Agree What Skilled Mindfulness-Based Teaching Looks Like? Lessons From Studying the MBI:TAC.
作者信息
S Crane Rebecca, Hecht Frederick M, Brewer Judson, Griffith Gemma M, Hartogensis Wendy, Koerbel Lynn, Moran Patricia, Sansom Sophie, Yiangou Alison, Kuyken Willem
机构信息
Centre for Mindfulness Research and Practice, Bangor University, Bangor, UK.
Osher Center for Integrative Medicine, University of California San Francisco, San Francisco, California.
出版信息
Glob Adv Health Med. 2020 Oct 13;9:2164956120964733. doi: 10.1177/2164956120964733. eCollection 2020.
BACKGROUND
The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a widely used tool for assessing fidelity in mindfulness-based program (MBP) research and training. It also supports MBP teacher reflective and skill development. MBI:TAC assessors review MBP teaching and rate the teaching on 6 domains. The MBI:TAC yields individual domain and overall scores, using 6 levels of competence. Although the MBI:TAC is widely used in MBP research and training, research is at an early stage.
OBJECTIVE
We developed and tested a method of training MBI:TAC assessors to use the tool reliably and examined interrater reliability of the tool.
METHODS
A total of 31 international senior MBP teachers were recruited to join an online training to build their skills in using the MBI:TAC. The training systematically and iteratively built familiarity and skills in assessing the 6 MBI:TAC domains. Qualitative and quantitative data on trainee's experience of the training were gathered. Interrater reliability in using the tool was tested each week of the training. At the end of the training, interrater reliability was tested by asking trainees to individually assess videos that they had not previously seen. Their ratings were compared to benchmark assessments, which had been established via consensus agreement between 4 expert users of the MBI:TAC.
RESULTS
The training was well received and appreciated, with some challenges experienced in applying the assessment methodology. Participants' ratings became progressively more in line with one another and the benchmark ratings during the training. At the end, interrater reliability was high (ranging from 0.67 to 1.0).
CONCLUSION
It is possible for senior MBP trainers, coming from different regions in the world, to align toward common understandings of the elements of MBP teaching competence and program integrity. An assessor training methodology was tested, and the learning from this project has led to refinements for future delivery.
背景
基于正念的干预措施：教学评估标准（MBI:TAC）是一种广泛用于评估基于正念的项目（MBP）研究和培训中保真度的工具。它还支持MBP教师的反思和技能发展。MBI:TAC评估人员会审查MBP教学，并在6个领域对教学进行评分。MBI:TAC使用6个能力水平得出各个领域的分数和总体分数。尽管MBI:TAC在MBP研究和培训中被广泛使用，但相关研究仍处于早期阶段。
目的
我们开发并测试了一种培训MBI:TAC评估人员可靠使用该工具的方法，并检验了该工具的评分者间信度。
方法
总共招募了31名国际资深MBP教师参加在线培训，以培养他们使用MBI:TAC的技能。该培训系统地、反复地培养评估MBI:TAC六个领域的熟练度和技能。收集了关于学员培训体验的定性和定量数据。在培训的每周都测试使用该工具的评分者间信度。在培训结束时，通过要求学员单独评估他们之前未看过的视频来测试评分者间信度。他们的评分与基准评估进行比较，基准评估是通过MBI:TAC的4位专家用户之间的共识达成的。
结果
培训受到好评，但在应用评估方法时遇到了一些挑战。在培训期间，参与者的评分逐渐彼此一致并与基准评分相符。最后，评分者间信度很高（范围从0.67到1.0）。
结论
来自世界不同地区的资深MBP培训师有可能对MBP教学能力要素和项目完整性达成共同理解。测试了一种评估人员培训方法，并且从该项目中吸取的经验教训已促使对未来的培训进行改进。
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