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Veterinary students experience high levels of psychological distress including anxiety, stress, perceived stress and depression. The inability to cope with the demands of veterinary training has personal and professional consequences. Existing evidence shows that mindfulness-based interventions (MBI) can reduce stress in students, but more research on how MBIs are introduced into the veterinary curriculum is required. The first aim of the pilot study was to design and deliver a bespoke MBI to third-year veterinary students at the University of Liverpool Institute of Veterinary Science. The second aim was to gain feedback from those taking part, thus using their experiences to explore the challenges of introducing an MBI into a veterinary curriculum. By doing this, we aim to reflect and learn for future interventions. Qualitative feedback provided by participants of the MBI focus group was analyzed using thematic analysis and organized into two main themes: (1) "Taking Part in the MBI and Beyond-What it Was Like and What Has the MBI Done for Me?" and (2) "Mindfulness for Veterinary Students-Reflections, Challenges, and Making it Happen." Experiences and outcomes of the MBI were positive. However, implementation into the veterinary curriculum was found to be challenging. This pilot study provides clear recommendations to support the future integration and delivery of MBIs into a veterinary curriculum.
This article was published in the following journal.
Name: Journal of veterinary medical education
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Process in which individuals take the initiative, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975)
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