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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