Zhang Zhuoya, Lưu Brother Chân Pháp, Gilbert-Diamond Diane
Department of Epidemiology, Geisel School of Medicine at Dartmouth, Hanover, NH, United States.
Deer Park Monastery, Escondido, CA, United States.
Front Psychol. 2024 Aug 14;15:1365778. doi: 10.3389/fpsyg.2024.1365778. eCollection 2024.
To evaluate the acceptability of and engagement with an undergraduate human physiology course embedded with mindfulness practice. To assess its preliminary efficacy on student mindfulness and wellbeing.
Students ( = 36, 17% freshman, 33% sophomore, 22% junior, and 28% senior) answered online surveys at course completion. Primary outcomes were course ratings, assignment and assessment completion rates, minutes, types of mindfulness practice, changes in trait mindfulness (Mindful Attention Awareness Scale, MAAS), and self-reported wellbeing outcomes. We ran Chi-square goodness of fit tests and paired Wilcoxon signed-rank tests to decide if the outcomes differed significantly post-class. We tested the dose-response relation between mindfulness practice time and trait mindfulness and whether the out-of-class practice time was consistent across the weeks with generalized linear mixed-effect models.
All participants reported finding the course enjoyable and that they would recommend it to their friends. They practiced for an average of 66 (SD = 27) min per week in the class and 112 (SD = 59) min on their own. The most common out-of-class practices were mindful movements, sitting meditation, and breathing. Per self-reports, the course increased student understanding of specific mindfulness practices and appreciation for their body. It improved wellbeing and trait mindfulness (MAAS mean within-person change = 1.2, SD = 0.8, < 0.00001). We found no does-response relation between practice time and trait mindfulness.
This pilot study supports that incorporating mindfulness practice into college-level courses may promote student wellbeing and such approaches warrant further investigation.
评估一门融入正念练习的本科人体生理学课程的可接受性和参与度。评估其对学生正念和幸福感的初步效果。
学生（n = 36，17%为大一学生，33%为大二学生，22%为大三学生，28%为大四学生）在课程结束时回答在线调查问卷。主要结果包括课程评分、作业和评估完成率、时长、正念练习类型、特质正念的变化（正念注意觉知量表，MAAS）以及自我报告的幸福感结果。我们进行卡方拟合优度检验和配对威尔科克森符号秩检验，以确定这些结果在课程结束后是否有显著差异。我们使用广义线性混合效应模型测试正念练习时间与特质正念之间的剂量反应关系，以及课外练习时间在各周是否一致。
所有参与者都表示觉得这门课程有趣，并会向朋友推荐。他们在课堂上平均每周练习66（标准差 = 27）分钟，课外平均练习112（标准差 = 59）分钟。最常见的课外练习是正念运动、坐禅和呼吸。根据自我报告，该课程增强了学生对特定正念练习的理解以及对自身身体的认知。它改善了幸福感和特质正念（MAAS个体内均值变化 = 1.2，标准差 = 0.8，P < 0.00001）。我们未发现练习时间与特质正念之间存在剂量反应关系。
这项初步研究支持将正念练习纳入大学课程可能促进学生幸福感，此类方法值得进一步研究。
