ArticleMedical science educator2024
Mindfulness in the Medical Learning Environment: An Opportunity for the Struggling Learner?
Article in Medical science educator, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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2 authors.
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Abstract
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. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02115-8.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.