比较医疗保健课程中基于正念技能的虚拟授课与面授的有效性。
Comparing the Effectiveness of Virtual and In-Person Delivery of Mindfulness-Based Skills Within Healthcare Curriculums.
作者信息
Hoover Eve B, Butaney Bhupin, Bernard Kari, Coplan Bettie, LeLacheur Susan, Straker Howard, Carr Candra, Blesse-Hampton Laura, Naidu Amee, LaRue Audrey
机构信息
Physician Assistant Program, Midwestern University, 19555 North 59th Avenue, Glendale, AZ 85308 USA.
Clinical Psychology Program, Midwestern University, Glendale, AZ USA.
出版信息
Med Sci Educ. 2022 Apr 27;32(3):627-640. doi: 10.1007/s40670-022-01554-5. eCollection 2022 Jun.
PURPOSE
To promote well-being, healthcare education programs have incorporated mindfulness-based skills and principles into existing curriculums. Pandemic-related restrictions have compelled programs to deliver content virtually. Study objectives were to determine (1) whether teaching mindfulness-based skills within physician assistant (PA) programs can promote well-being and (2) whether delivery type (virtual vs. in-person) can impact the effectiveness.
METHODS
During this 2-year study, a brief mindfulness-based curriculum was delivered to incoming first-year students at six PA programs, while students at two programs served as controls. The curriculum was delivered in-person in year one and virtually in year two. Validated pre- and post-test survey items assessed mindfulness (decentering ability, present moment attention and awareness, and psychological flexibility) and well-being (perceived stress and life satisfaction).
RESULTS
As expected, coping abilities and well-being were adversely impacted by educational demands. The mindfulness-based curriculum intervention was effective in increasing mindfulness and life satisfaction, while decreasing perceived stress when delivered in-person. Virtual curricular delivery was effective in decreasing perceived stress but not improving life satisfaction. Over half of the participants receiving the curriculum reported positive changes on mindfulness measures with approximately 14-38% reporting a change of greater than one standard deviation. Changes on mindfulness measures explained 30-38% of the reported changes in perceived stress and 22-26% of the changes in life satisfaction. Therefore, the mindfulness curriculum demonstrated statistically significant improvements in measures of mindfulness and mitigated declines in life satisfaction and perceived stress.
CONCLUSION
Mindfulness-based skills effectively taught in-person or virtually within PA programs successfully promote well-being.
目的
为促进健康，医疗保健教育项目已将基于正念的技能和原则纳入现有课程。与疫情相关的限制迫使这些项目改为以虚拟方式提供内容。研究目标是确定：（1）在医师助理（PA）项目中教授基于正念的技能是否能促进健康；（2）授课方式（虚拟授课与面授）是否会影响效果。
方法
在这项为期两年的研究中，为六个PA项目的一年级新生提供了一个简短的基于正念的课程，而另外两个项目的学生作为对照。该课程在第一年采用面授，在第二年采用虚拟授课。经过验证的测试前和测试后调查问卷项目评估了正念（去中心化能力、当下注意力和意识以及心理灵活性）和健康状况（感知压力和生活满意度）。
结果
正如预期的那样，应对能力和健康状况受到教育要求的不利影响。基于正念的课程干预在面授时能有效提高正念水平和生活满意度，同时降低感知压力。虚拟课程授课在降低感知压力方面有效，但在提高生活满意度方面无效。超过一半接受该课程的参与者在正念测量方面报告了积极变化，约14 - 38%的参与者报告变化大于一个标准差。正念测量的变化解释了报告的感知压力变化的30 - 38%以及生活满意度变化的22 - 26%。因此，正念课程在正念测量方面显示出统计学上的显著改善，并减轻了生活满意度和感知压力的下降。
结论
在PA项目中以面授或虚拟方式有效教授的基于正念的技能成功促进了健康。
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