An online mindfulness intervention for medical students in South Africa: A randomised controlled trial

Boyd, Nicola; Alexander, Debra G.

doi:10.4102/sajpsychiatry.v28i0.1840

Cited by 3 publications

(2 citation statements)

References 65 publications

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“…Moreover, a decrease in self-compassion over time was observed in both groups. The authors conclude that both the MBI and SC programs are feasible and show potential for reducing stress, increasing stress management, and increasing resilience in students [ 30 ].…”

Section: Resultsmentioning

confidence: 99%

“…All the included studies followed a pretest-posttest design. Moreover, four were supplemented by an additional follow-up examination [ 27 , 29 , 30 , 35 ]. An analysis of the statistical methods used revealed that three authors used univariate pre-post methods (Wilcoxon test, t-test, Mann-Whitney U test) [ 34 , 35 , 38 ], six authors used linear models [ 27 , 29 , 32 , 33 , 36 , 37 ], three studies employed analysis of variance [ 28 , 30 , 31 ].…”

Section: Discussionmentioning

confidence: 99%

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Remote Interventions to Support Students’ Psychological Well-Being during the COVID-19 Pandemic: A Narrative Review of Recent Approaches

Rutkowska

2022

IJERPH

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The COVID-19 pandemic has negatively affected students’ mental health, and it is important to implement mental health management strategies. The purpose of this study was to present current findings on the implementation of remote mental health interventions in students during the pandemic. The PubMed and Web of Science electronic databases were searched and, from a total of 174 articles, 106 records were excluded according to the inclusion criteria and 23 were assessed as full texts. After the full-text screening, 12 studies were included in the review. The included publications were randomized clinical trials focused on remote mental support interventions among students from 10 countries, representing both genders, and were in the average age range of 17–55 years with an overall number of 892 participants. The included studies covered the effectiveness of strictly psychotherapeutic programs, such as cognitive-behavioral therapy (CBT) and dialectical behavior therapy (DBT), as well as other techniques such as mindfulness, laughter therapy, the brain wave modulation technique (BWM-T), and physical activity-based interventions. This narrative review provides an overview of studies with a wide range of types of remote mental health support interventions. Each of the forms of intervention analyzed in this review resulted in positive changes in students’ mental health, which indicates hope for widespread help via various forms of intervention implemented remotely.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Remote Interventions to Support Students’ Psychological Well-Being during the COVID-19 Pandemic: A Narrative Review of Recent Approaches

Rutkowska

2022

IJERPH

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Mindfulness meditation among South African psychologists: a pathway to ‘being’ amid existential suffering in contemporary South Africa

Korving,

Munro

2024

South African Journal of Psychology

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Mindfulness is currently regarded as a life skill as well as part of an approach to life that can generate beneficial intrapersonal and relational outcomes. Given the centrality of intrapersonal and relational outcomes in psychotherapeutic encounters, it seems logical that the practice of mindfulness by psychologists would be relevant to explore, especially in contemporary South African contexts where high levels of trauma, interpersonal distress, and resultant existential and intrapsychic struggles prevail. The study seeks to address an identified gap in existing research concerning the experienced relevance of long-term mindfulness meditative practice for counselling psychology and therapeutic practice generally, particularly in the South African context. Located within an interpretivist paradigm and interpretative phenomenological analysis, this study explored the mindfulness and mindfulness meditation practices of 11 South African counselling psychologists and the ways in which these practices informed their being in both personal and psychotherapeutic settings. Each participant was invited to participate in a semi-structured interview and reflexive journalling task as part of the research process. The findings centralise the being capacities afforded to psychologists through a mindfulness practice and identify how the related elements of non-judgement, nonattachment, and (re)connection enable enhanced relational encounters with clients. The findings contribute to the limited literature related to the value of psychologists’ mindfulness practices in relation to the way in which they manage their own responses to clients, as well as the potential for mindfulness practices to help clients manage presenting trauma responses.

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Enhancing self-care education amongst medical students: a systematic scoping review

Wan,

Goh,

Teo

et al. 2024

BMC Med Educ

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Background Reports of emotional, existential and moral distress amongst medical students witnessing death and suffering of patients during their clinical postings have raised awareness on the need for better psycho-emotional support during medical school. Furthermore, the stress experienced by medical students stemming from the rigours of their academic curriculum underlines the need for greater awareness on mental health issues and better self-care practices across medical training. With such programmes lacking in most medical schools, we propose a systematic scoping review (SSR) to map and address our research question, “what is known about self-care education interventions amongst medical students?”. Methods We adopted the Systematic Evidence-Based Approach to guide a systematic scoping review (SSR in SEBA) of relevant articles published between 1st January 2000 and 30th June 2023 in PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus databases. The included articles were independently and concurrently thematically and content analysed, with complementary categories and themes combined using the Jigsaw Approach. The domains created from the Funnelling Process framed the discussion. Results A total of 6128 abstracts were identified, 429 full-text articles evaluated, and 147 articles included. The 6 domains identified were definition, topics, pedagogy, influences, outcomes and assessment. Most interventions were promising, though peer-led mindfulness-based interventions showed most promise in enhancing engagement, positively impacting personal wellbeing, and improving patient care. Overall, however, self-care education was poorly recognized, adopted and integrated into curricula. Conclusion Greater dedicated time and conducive practice environments within medical school curricula is required to enhance medical student wellbeing. Host organizations must ensure faculty are appropriately selected to instil the importance of self-care, be trained to assess and personalize self-care interventions and provide longitudinal assessment and support. Further study into assessing self-care capabilities is required.

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An online mindfulness intervention for medical students in South Africa: A randomised controlled trial

Cited by 3 publications

References 65 publications

Remote Interventions to Support Students’ Psychological Well-Being during the COVID-19 Pandemic: A Narrative Review of Recent Approaches

Remote Interventions to Support Students’ Psychological Well-Being during the COVID-19 Pandemic: A Narrative Review of Recent Approaches

Mindfulness meditation among South African psychologists: a pathway to ‘being’ amid existential suffering in contemporary South Africa

Enhancing self-care education amongst medical students: a systematic scoping review

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