ArticleBMC psychology2025
What participants think about learning Mindfulness-Based Programs online.
Article in BMC psychology, 2025. 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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesLittle is known about how participants experience Mindfulness-Based Programs (MBPs) that are delivered online. Understanding how online delivery is experienced by participants could inform any adaptations needed for online delivery of MBPs and help support wider access.
methodsData from 159 MBP participants were collected via a 46-question online survey. Responses were analysed using SPSS. Content Analysis was undertaken on the qualitative responses.
resultsParticipants were generally satisfied with MBPs delivered online, and their MBP teacher, and identified both drawbacks and benefits to learning online. Although online offerings seem to have broadened access, MBP participants were not diverse across all demographic measures. Participants welcomed the opportunity to learn MBPs through online methods, appreciating practical advantages and the internationalism of their groups. Nevertheless, many reported a felt loss of connection with others in the group, and high levels of distractibility. Many participants (28%) said they did not have any type of pre-course orientation.
conclusionsIt may now be timely for the field to review experiences of online MBP teaching and learning to identify areas where online implementation may have been constrained by in-person theory and practice, and what helpful adaptations could be made to both curricula and practice. This could include developing specific guidance around managing online distractibility, and how to best facilitate the group process online.
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What OpenQuestion holds
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.