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Abstract(s)
Introdução: Aproximadamente, metade do nosso tempo em vigília é passado em divagação mental (mind wandering). Divagação é definida como pensamento não relacionado com a tarefa que está a ser realizada, um estado mental que afasta o sujeito dos estímulos externos do momento. Esta distração é incrementada pelo stress e vai influenciar negativamente a atenção, a concentração e a aprendizagem. Sendo a medicina uma área de constante aprendizagem, esta distração pode afetar o desempenho académico. Vários estudos demonstraram que o treino em mindfulness pode reduzir esta distração. Kabat-Zinn descreve mindfulness como o ato de dirigir a atenção ao momento presente. Programas baseados em mindfulness mostraram-se eficazes em reduzir o stress. O stress é universal e a sua gestão vai influenciar a vida pessoal e académica dos estudantes de medicina. O stress pode prejudicar, por sua vez, o desempenho académico e a exposição prolongada a altos níveis de stress podem levar ao burnout. O stress varia inversamente com a satisfação com a vida sendo esta um dos principais indicadores do bem-estar subjetivo geral.
Objetivo: O principal objetivo deste estudo é investigar como se interrelaciona o mindfulness, o stress percecionado, a satisfação com a vida e o desempenho académico.
Métodos: Este estudo transversal consistiu na aplicação online de um questionário anónimo, construído para o efeito, constituído por 5 secções: a) dados demográficos, b) dados académicos, c) Escala de Atenção Plena e Consciência (EAPC), d) Escala do Stress Percecionado (ESP), e) Escala da Satisfação com a vida (ESCV). Todas as escalas utilizadas encontram-se validadas para a população portuguesa. Os resultados foram analisados no programa estatístico SPSS versão 21 para Windows e consideraram-se os resultados significativos para p<0,05.
Resultados: No total, foram aceites 160 questionários respondidos por estudantes de medicina da UBI, dos quais 115 (72,87%) do sexo feminino. Os resultados mostram que maiores níveis de mindfulness estão associados a menor stress percecionado e a maior satisfação com a vida. Igualmente foi observado que quem perceciona menos stress obtém melhor desempenho académico e sente-se mais satisfeito com a vida.
Discussão: Não se verificou relação direta entre o nível de mindfulness e o desempenho académico, podendo estas variáveis estar relacionadas indiretamente, visto que mindfulness está associado a baixos níveis de stress que por sua vez estão relacionados com melhor desempenho académico. Estudos futuros são necessários para compreender melhor como se relacionam estas variáveis e esclarecer a importância da implementação da prática de mindfulness em alunos de medicina.
Introduction: Approximately half of our wake time is spent mind wandering. Mind wandering is defined as thought which is not related to the task that is being carried out, a mental state that drives the individual away from the moment’s external stimuli. Mind wandering is increased by stress and it will negatively influence attention, concentration and learning. Since medicine is an area of constant learning, this distraction may affect learning and academic performance. Several studies have shown that mindfulness training may reduce mind wandering. Kabat-Zinn describes mindfulness as paying attention in the present moment, on purpose, non-judgmentally. Mindfulness based programs have proven efficacy in reducing stress. Stress is a universal experience for all of us, and the way it is managed will influence medical students’ personal and academic lives. Stress may harm academic performance, and chronic exposition to high levels of stress may lead to burnout. Stress varies inversely with life satisfaction, and this is one of main indicators of general well-being. Objective: The main goal of this study is to investigate the relationship between mindfulness, perceived stress, life satisfaction and academic performance. Methods: This cross-sectional study consisted of the online application of a specifically designed anonymous questionnaire with 5 sections: a) demographic data, b) academic data, c) Mindfulness Attention and Awareness Scale (MAAS), d) Perceived Stress Scale – 10 (PSS-10), e) Satisfaction With Life Scale (SWLS). All the scales used were validated and translated for the Portuguese population. Results were analyzed by using the SPSS version 21 for Windows statistical software, and considered as significant for p<0,05. Results: A total of 160 questionnaires answered by University of Beira Interior (UBI) medical students were accepted. 115 respondents (72, 87%) were women. The results show that higher levels of dispositional mindfulness are associated with lower levels of perceived stress and higher levels of life satisfaction. Likewise, it was observed that those who perceive less stress achieve better academic performance and are more satisfied with life. Discussion: No direct relationship was found between mindfulness level and academic performance, but these two variables may be indirectly related since mindfulness is associated with lower stress levels which, in turn, are related to better academic performance. Future studies are needed to understand this relationship better and clarify the importance of implementing mindfulness practice in medical students.
Introduction: Approximately half of our wake time is spent mind wandering. Mind wandering is defined as thought which is not related to the task that is being carried out, a mental state that drives the individual away from the moment’s external stimuli. Mind wandering is increased by stress and it will negatively influence attention, concentration and learning. Since medicine is an area of constant learning, this distraction may affect learning and academic performance. Several studies have shown that mindfulness training may reduce mind wandering. Kabat-Zinn describes mindfulness as paying attention in the present moment, on purpose, non-judgmentally. Mindfulness based programs have proven efficacy in reducing stress. Stress is a universal experience for all of us, and the way it is managed will influence medical students’ personal and academic lives. Stress may harm academic performance, and chronic exposition to high levels of stress may lead to burnout. Stress varies inversely with life satisfaction, and this is one of main indicators of general well-being. Objective: The main goal of this study is to investigate the relationship between mindfulness, perceived stress, life satisfaction and academic performance. Methods: This cross-sectional study consisted of the online application of a specifically designed anonymous questionnaire with 5 sections: a) demographic data, b) academic data, c) Mindfulness Attention and Awareness Scale (MAAS), d) Perceived Stress Scale – 10 (PSS-10), e) Satisfaction With Life Scale (SWLS). All the scales used were validated and translated for the Portuguese population. Results were analyzed by using the SPSS version 21 for Windows statistical software, and considered as significant for p<0,05. Results: A total of 160 questionnaires answered by University of Beira Interior (UBI) medical students were accepted. 115 respondents (72, 87%) were women. The results show that higher levels of dispositional mindfulness are associated with lower levels of perceived stress and higher levels of life satisfaction. Likewise, it was observed that those who perceive less stress achieve better academic performance and are more satisfied with life. Discussion: No direct relationship was found between mindfulness level and academic performance, but these two variables may be indirectly related since mindfulness is associated with lower stress levels which, in turn, are related to better academic performance. Future studies are needed to understand this relationship better and clarify the importance of implementing mindfulness practice in medical students.
Description
Keywords
Alunos de Medicina Desempenho Académico Mindfulness Satisfação Com A Vida Stress Percebido