References

Connelly J. Being in the present moment: developing the capacity for mindfulness in medicine. Acad Med. 1999; 74:(4)420-424 https://doi.org/10.1097/00001888-199904000-00039

Hülsheger UR, Alberts HJEM, Feinholdt A, Lang JWB. Benefits of mindfulness at work: the role of mindfulness in emotion regulation, emotional exhaustion, and job satisfaction. J Appl Psychol.. 2013; 98:(2)310-325 https://doi.org/10.1037/a0031313

Noble H, Reid J, Walsh IK, Ellison SE, McVeigh C. Evaluating mindfulness training for medical and PhD nursing students. Br J Nurs.. 2019; 28:(12)798-802 https://doi.org/10.12968/bjon.2019.28.12.798

Wellbery C. On the use of poetry in medical education. Journal for Learning Through the Arts. 2006; 2:(1)

Mindfulness training: a medical student perspective

26 September 2019
Volume 28 · Issue 17

We read with great interest the article by Noble et al (2019) regarding mindfulness training for nursing and medical students. As final year medical students at Imperial College London, we have reflected on our own experiences during our studies and how we would have benefited from a similar practice.

During our undergraduate studies there has been no such teaching. Rigorous examinations, numerous targets and often witnessing emotionally challenging situations during our clinical placements have left a great demand for this practice. Thus, we believe that the benefits of mindfulness discussed in Noble et al's article, including improved concentration and stress management, would greatly assist students both in their academia and their own mental health.

Allowing students to develop these skills over time by having regular sessions rather than a one-off course may be advantageous. As future members of the multidisciplinary team, we think interdisciplinary sessions could be an effective way to deliver this.

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