Dr. Keune is chief resident in general surgery, Washington University School of Medicine, St. Louis, Missouri. Dr. Brunsvold is assistant professor, Division of Critical Care/Acute Care Surgery, University of Minnesota, Minneapolis, Minnesota. Dr. Hohmann is associate professor of medicine, Harvard Medical School, and director, Institutional Review Board, Partners HealthCare System, Boston, Massachusetts. Dr. Korndorffer is professor of clinical surgery, Tulane University School of Medicine, director, Tulane Center for Minimally Invasive Surgery, and associate residency program director, Tulane Department of Surgery, New Orleans, Louisiana. Dr. Weinstein is vice president for graduate medical education, Partners Healthcare System, and assistant professor of medicine, Harvard Medical School, Boston, Massachusetts. Dr. Smink is assistant professor of surgery, Harvard Medical School, associate medical director, STRATUS Center for Medical Simulation, and program director, General Surgery Residency Program, Brigham and Women's Hospital, Boston, Massachusetts.
The field of graduate medical education (GME) research is attracting increased attention and broader participation. The authors review the special ethical and methodological considerations pertaining to medical education research. Because residents are at once a convenient and captive study population, a risk of coercion exists, making the provision of consent important. The role of the institutional review board (IRB) is often difficult to discern because GME activities can have multiple simultaneous purposes, educational activities may go forward with or without a research component, and the subjects of educational research studies are not patients. The authors provide a road map for researchers with regard to research oversight by the IRB and also address issues related to research quality. The matters of whether educational research studies should have educational value for the study subject and whether to use individual information obtained when residents participate as research subjects are explored.
[Show abstract][Hide abstract] ABSTRACT: Objectives:
Little empirical literature focuses on psychotherapists' cultivation of internal states of mind necessary for controlling attention and responding empathically to the client. We explore the effects of mindfulness training on emotional and attentional measures in Spanish resident intern psychiatrists and clinical psychologists.
One hundred and three residents were assigned to an experimental group (n = 60) that completed an 8-week mindfulness training versus a wait-list control group (n = 43). We evaluated emotional variables (sadness, anxiety, and anger, using standard instruments), state of mindfulness (using the Mindfulness Awareness Attention Scale), and attentional control variables using objective measures such as a continuous performance task and the Stroop task before and after mindfulness training.
Our study provides data that suggest that mindfulness training significantly improves measures of trait anger and attentional control.
Further research is needed to replicate these findings, explore the effects of mindfulness training on other aspects of emotional regulation and cognition, and evaluate the impact of these effects within clinical situations.
Psychotherapy Research 10/2013; 24(2). DOI:10.1080/10503307.2013.838651 · 1.75 Impact Factor
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