RESEARCH POSTER PRESENTATION DESIGN © 2015

Louise Breheny BSc . ( UNSW ) Post Grad Physio ( Usyd ), M Education ( UNSW ) Lecturer- Facilitator Phase 1 Faculty of Medicine UNSW SYDNEY NSW 2052 AUSTRALIA E : l . breheny @ unsw . edu . au

Abstract

Mindfulness meditation ( MM ) practice has grown significantly in Western cultures over the past few decades . MM refers to a practice of being aware of the present , and of letting go of one ' s thoughts , emotions to be in the present to enhance clear thinking and a sense of well being . ( Kabat-Zinn ). This practice is supported by considerable evidence that shows the benefits of regular practice for stress reduction , reduced anxiety and improved focus , and overall , well-being , and within medical student cohorts ( Shappiro et . al ., 1998 ) My interest in mindfulness has developed over the past few years with my own regular training and practice , and in exploring growing research around the use of MM in educational settings , focussed on undergraduate university students . As educators in tertiary institutions , we know that a significant percentage of students experience various levels of stress , anxiety , and lack of motivation during their studies , balancing work , study , home , and social engagement ( Jensen et . Al . 2013 , Mrazek et al . 2013 ). My initiatives aim to enhance students ’ well-being and sense of support and engagement within the small group learning environment .

Aims

As a facilitator working with medical students in scenariobased learning ( SBL ) classes in Phase 1 , my aim is to to create a more relaxed and engaging learning environment . In addition , as a keen photographer I aim to use photo elicitation to encourage reflection , rapport building and facilitate communication as a segue to learning ( Pain , 2012 ). At the beginning of each SBL class one of my portfolio of images of nature and calm environments is presented prior to the class facilitation slides . SBL classes are very busy with tasks to cover , and it is important to be aware of time constraints and adding in extra elements that will well into the learning session .

Initiatives

• 3-minute guided mindful meditation sessions into several of the early Phase 1 SG classes at the commencement of class activities , using Apps such as ‘ Calm ’, UCLA ( University of California LA ) Mindfulness , etc . , including nature sounds and meditation gongs .

• Linking personal photographic nature images as a theme within the sessions

• Communicating mid- term with individual students to seek feedback and check in on their well being .

Feedback

The group mind maps we did on the white board and the 3- minute meditation at the start of each class – it felt relaxing and put the course into perspective , useful to take time to think and calm down

Significant focus on student wellbeing that really helped the transition into uni . Meditation helped relax – Very understanding and helpful

Really lovely facilitator , made SGs a really relaxing and comfortable space , especially with online teaching I liked the photos

Discussion

Meditation – very calming at the beginning of the session Louise is a very experienced and supportive facilitator , who organised many fun activities for Her inclusion of the students . whole SG group and presenting the SG content in an easy-tounderstand manner . The meditation and SG wrap ups were also very helpful .

Meditations before each class – Positive attitude

Practicing mindfulness before each SG Supplementing SG lessons with teams

-her enthusiasm – three-minute meditation

Practicing mindfulness through meditation was very relaxing Created a supportive environment for student participation

The mindful meditation initiative feedback in early stage SBL classes at UNSW has indicated how positive and calming these interventions can be in the early-stage learning phase of undergraduate medical students . Alongside photo elicitation and mid way ‘ check ins ’ during SG term , these initiatives have highlighted how brief , novel activities can enhance students relaxation , connectedness , and general well being Overall , the sentiment from students with this approach has been positive , including benefits of creating calm environment , enhanced well-being , inclusivity , and improved collaboration . Over the course of this ‘ online ’ teaching year , due to the impacts of the global COVID 19 pandemic , students have been encouraged to share their own local images to engender a connected virtual space at start of classes . Moving forward , I plan to develop and improve on these well-being strategies in classroom settings , to improve the student experience . These include creating short guided mindfulness recordings and continuing to share nature images – to bring focus , boost calmness and make space for contemplation of the natural environment .

References

• https :// www . calm . com /

• Creswell , D ., ( 2017 ) Mindful interventions , Annual Review of Psychology , Vol . 68 : 491-516 .

• Lave , J ., & Wenger , E . ( 1991 ). Situated learning : Legitimate peripheral participation . Cambridge University Press . https :// doi . org / 10.1017 / CBO9780511815355

• Ludwig , D ., Kabat-Zinn , J . ( 2008 ) Mindfulness in medicine . JAMA . 2008 ; 300 ( 11 ): 1350-1352 . doi : 10.1001 / jama . 300.11.1350

• Pain , H . ( 2012 ). A literature review to evaluate the choice and use of visual methods . International Journal of Qualitative Methods , 11 , 303 – 319 .

• Shapiro SL , Schwartz GE , Bonner G . Effects of mindfulness-based stress reduction on medical and premedical students . J Behav Med . 1998 ; 21 ( 6 ): 581- 599 . 13 . Grepmai

• https :// www . uclahealth . org / marc / mindful-meditations

• Images supplied by Louise Breheny , Facilitator , UNSW