Feedback ss
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
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.
Significant focus on student wellbeing that really helped the transition into uni. Meditation helped relax – Very understanding and helpful
Practicing mindfulness before each SG Supplementing SG lessons with teams
Meditations before each class – Positive attitude
Practicing mindfulness through meditation was very relaxing Created a supportive environment for student participation
Really lovely facilitator, made SGs a really relaxing and comfortable space, especially with online teaching I liked the photos
-her enthusiasm – three-minute meditation
Discussion
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
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