Comparing the Effectiveness of Virtual and In-Person Delivery of Mindfulness-Based Skills Within Healthcare Curriculums

Abstract

Purpose To promote well-being, healthcare education programs have incorporated mindfulness-based skills and principles into existing curriculums. Pandemic-related restrictions have compelled programs to deliver content virtually. Study objectives were to determine (1) whether teaching mindfulness-based skills within physician assistant (PA) programs can promote well-being and (2) whether delivery type (virtual vs. in-person) can impact the effectiveness. Methods During this 2-year study, a brief mindfulness-based curriculum was delivered to incoming first-year students at six PA programs, while students at two programs served as controls. The curriculum was delivered in-person in year one and virtually in year two. Validated pre- and post-test survey items assessed mindfulness (decentering ability, present moment attention and awareness, and psychological flexibility) and well-being (perceived stress and life satisfaction). Results As expected, coping abilities and well-being were adversely impacted by educational demands. The mindfulness-based curriculum intervention was effective in increasing mindfulness and life satisfaction, while decreasing perceived stress when delivered in-person. Virtual curricular delivery was effective in decreasing perceived stress but not improving life satisfaction. Over half of the participants receiving the curriculum reported positive changes on mindfulness measures with approximately 14–38% reporting a change of greater than one standard deviation. Changes on mindfulness measures explained 30–38% of the reported changes in perceived stress and 22–26% of the changes in life satisfaction. Therefore, the mindfulness curriculum demonstrated statistically significant improvements in measures of mindfulness and mitigated declines in life satisfaction and perceived stress. Conclusion Mindfulness-based skills effectively taught in-person or virtually within PA programs successfully promote well-being.

Virtually delivered Mindfulness-Oriented Recovery Enhancement (MORE) reduces daily pain intensity in patients with lumbosacral radiculopathy: a randomized controlled trial

“…15 The size of the groups may have in itself negatively affected the therapeutic benefit that participants were receiving by reducing their time and attention from the MORE instructor while attending weekly sessions. Although virtually delivered MBIs have been shown to be efficacious, 10,21,30,33,38,43,55,73,74 this study encountered challenges with the virtual delivery of MORE. If we are to recognize the therapeutic effect of groups 52 and the microinteractions that make those groups into successful communities, it is important to recognize that virtual psychotherapy programs lack the opportunity for participants to connect when not directly engaged in group discussion and teaching by the facilitator.…”

A Phenomenological Qualitative Exploration of Mind-Body Therapy Use and Effectiveness Among Young, Middle, and Older Adult Cancer Survivors

“…With the rise of virtual programming during the COVID-19 pandemic this may be an option to investigate. Studies have shown virtual non-cancer mindfulness participants have seen equal levels of sleep improvement 29 and coping and well-being, 30 in comparison to in-person delivery. Despite this, the self-identified introverted participants in our study mentioned experiencing delayed benefits in mental health and a newfound sense of satisfaction from the program after they had completed it, suggesting that even for introverted participants encouraging them to join group sessions may still be beneficial.…”

Characterizing Interprofessional Collaboration and Referral to Mindfulness-Based Stress Reduction Programs

“…Virtual curricula consisting of online videos, live instruction, and self-study modules were found to be effective in promoting well-being in physician assistants, interns, residents, and attendings at both community and academic health centers. 44-48 Additionally, medical students have shown interest in learning and practicing mindfulness during clinical rotations. 49 Rac & Chakravarti 50 have proposed eight recommendations on how to integrate mindfulness practices for education and student benefit into the medical school curriculum.…”