ArticleGlobal advances in integrative medicine and health
Intervention Fidelity in Mindfulness-Based Research and Practice: Overview of the Special Collection and State of the Field.
Article in Global advances in integrative medicine and health. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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0 citing papers in PubMed.
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Authors and funding
2 authors.
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Abstract
Mindfulness-Based Programs (MBPs) are increasingly being introduced into a range of mainstream contexts such as health care, education, criminal justice, workplace, community settings, and leadership. MBPs are available in some form in every continent, and in some countries have become established as part of standard care in publicly funded health care systems and routinely embedded into school curriculums. Efficacy and effectiveness research demonstrate gold standard evidence in some areas and significant promise in others, and cost-effectiveness evaluations are encouraging. However, understanding how to assess and ensure the fidelity of program delivery is at a germinal stage. Without clear, robust, and coordinated approaches to this issue within the international field, ongoing dissemination and implementation could be compromised by variable standards of teaching skill and adherence to program form. These issues are relevant in practice contexts where approaches to teacher training internationally need to adhere to commonly held principles, understandings, and standards. They are also relevant in research contexts where assessment of intervention fidelity needs to ensure that the variable of the teaching process and curriculum is addressed in the research design and conveyed to readers in the presentation of data. In this special collection, we bring together articles reporting on research and practice on MBP intervention fidelity in teacher training, implementation, and development of governance for the emerging mindfulness-based field. This paper introduces the special collection, summarizes the papers included, and offers an analysis of where we are now as a field and of what steps are needed to further our understanding on these issues. We hope to share current best practice and catalyse new understandings and directions of inquiry that will provide a compass to navigate forward and benefit this promising field.
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Registered trials
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.