Teaching mindfulness-based stress management techniques to medical learners through simulation

Stephanie Smith; Lauren Griggs; Franco Rizutti; Joan Horton; Allison Brown; Aliya Kassam

doi:10.36834/cmej.69821

Teaching mindfulness-based stress management techniques to medical learners through simulation

Authors

Stephanie Smith University of Calgary
Lauren Griggs University of Calgary
Franco Rizutti University of Calgary
Joan Horton University of Calgary
Allison Brown University of Calgary http://orcid.org/0000-0002-4552-8146
Aliya Kassam University of Calgary

DOI:

https://doi.org/10.36834/cmej.69821

Abstract

Implication Statement

Acutely traumatic clinical events can exacerbate stress and burnout amongst healthcare providers. The Simulated Training for Resilience in Various Environments (STRIVE) course may provide a useful framework for medical educators to teach stress management skills to promote resilience amongst physician trainees. The course introduces the Big Four+ techniques (goal setting, visualization, self-talk, progressive muscular relaxation, attention control and tactical breathing) created by the Canadian Armed Forces using clinical scenarios. This framework can be easily adapted across other training contexts to equip future clinicians with a foundational skill set to optimize their response and recovery following critically stressful incidents.

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Author Biography

Stephanie Smith, University of Calgary

Dr. Stephanie Smith is a Family Medicine resident at the University of Calgary. Before entering medical school, she was employed as a critical care nursing officer in the Canadian Armed Forces for 12 years. She also completed a Master of Arts in Disaster Emergency Management.

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Published

2020-12-01

How to Cite

Smith S, Griggs L, Rizutti F, Horton J, Brown A, Kassam A. Teaching mindfulness-based stress management techniques to medical learners through simulation. Can. Med. Ed. J [Internet]. 2020 Dec. 1 [cited 2024 Nov. 24];12(1):e95-e97. Available from: https://dev.journalhosting.ucalgary.ca/index.php/cmej/article/view/69821

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Issue

Vol. 12 No. 1 (2021)

Section

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