Vipler Benjamin, Williams Emmanuelle
Division of Hospital Medicine, University of Colorado Hospital, 12401 E 17th Ave, Leprino, Mail Stop F-782, Aurora, CO 80045 USA.
University of Colorado School of Medicine, Aurora, CO USA.
Med Sci Educ. 2024 Jul 17;34(6):1513-1519. doi: 10.1007/s40670-024-02115-8. eCollection 2024 Dec.
Mindfulness is defined as nonjudgmentally and purposefully paying attention in the present moment. Mindfulness may be a valuable tool in the remediation armamentarium, useful in bringing attention to an individual's struggles. However, such application has largely been unexplored. In this essay, we provide a conceptual framework for future empirical study of mindfulness interventions for struggling medical learners. We review literature on mindfulness interventions in medical education at-large, apply them to the struggling medical learner, discuss limitations to mindful practice, and provide recommendations that will help faculty assigned to struggling learners be mindful themselves to optimally function in these roles.
The online version contains supplementary material available at 10.1007/s40670-024-02115-8.
正念被定义为不加评判且有目的地关注当下。正念可能是补救手段中的一种宝贵工具，有助于关注个体的困境。然而，这种应用在很大程度上尚未得到探索。在本文中，我们为未来针对苦苦挣扎的医学学习者的正念干预实证研究提供了一个概念框架。我们回顾了关于医学教育中广泛的正念干预的文献，将其应用于苦苦挣扎的医学学习者，讨论正念练习的局限性，并提供建议，以帮助负责指导苦苦挣扎的学习者的教师自身保持正念，从而在这些角色中发挥最佳作用。
在线版本包含可在10.1007/s40670-024-02115-8获取的补充材料。
