LaPEA - Université Paris Cité and Univ Gustave Eiffel, LaPEA, Boulogne- Billancourt, F-92100, France.
GIS Théorie et Pratiques du Care, Université Paul Valéry, Montpellier, France.
BMC Complement Med Ther. 2023 May 20;23(1):163. doi: 10.1186/s12906-023-03949-2.
Improving medical students' wellbeing and empowerment through curricular activities is a topic of interest worldwide. Mindfulness-based interventions (MBIs) are increasingly implemented in medical education often as part of elective courses. To better understand training outcomes and adjust curriculum to students' needs, we will explore why will medical students participate in meditation-based education?
We analyzed 29 transcripts from the first session of an 8-week MBSR program offered to medical students in French. Transcripts were coded and analyzed using a qualitative content thematic analysis and the constant comparison method.
Analyses resulted in three themes describing students' motivation: (1) Medical education and the physician's role, i.e. improving interpersonal skills, acquiring skills oriented toward a more integrative medicine, being more productive in a highly competitive context. (2) Caring for my health i.e. aiming at stress reduction, emotion regulation, and improving self-compassion. (3) A quest for meaning, i.e. optimizing meaning of care, and meaning of life.
The results highlight the congruence between the perceived motivations and the evidence on the effect of mindfulness on self-care, the development of humanistic medical skills, and the meaning of care. Some findings raise the issue of the limits of using mindfulness to enhance one's productivity. Notably, participants articulated the need for self-care as in mindfulness training, with the ability to care for others.
通过课程活动提高医学生的幸福感和赋权感是一个全球性的话题。正念干预（MBIs）越来越多地被应用于医学教育，通常作为选修课程的一部分。为了更好地了解培训结果并根据学生的需求调整课程，我们将探讨医学生为什么会参与基于冥想的教育？
我们分析了在法国为医学生提供的 8 周 MBSR 课程的第一节课的 29 份转录本。使用定性内容主题分析和恒定性比较方法对转录本进行编码和分析。
分析产生了描述学生动机的三个主题：（1）医学教育和医生的角色，即提高人际交往能力，获得更注重整体医学的技能，在竞争激烈的环境中更有成效。（2）关注我的健康，即旨在减轻压力、情绪调节和提高自我同情。（3）寻求意义，即优化护理的意义和生活的意义。
研究结果突出了正念对自我保健、人文医学技能发展和护理意义的影响与学生感知动机之间的一致性。一些发现提出了利用正念来提高生产力的局限性问题。值得注意的是，参与者表达了在正念训练中自我保健的需求，以及关心他人的能力。
