While Maggie has included mindfulness in Clinic II for many years in collaboration with JCCC Counselor Casey Buchanan, this year Maggie adopted a new textbook for Clinic II and developed a formal curriculum. The learning objectives are to:

Lesson 1 Mindfulness and patient-centered care

1. Define patient-centered care, mindfulness, diaphragmatic breathing, and formal/informal practices.
2. Discuss stress for HCP in school and the workplace.
3. Describe the relationship between mindfulness and patient-centered healthcare.
4. List options to modify a formal mindfulness practice during difficulties.
5. Reflect on guided mindfulness practices: diaphragmatic breathing. progressive muscle relaxation, and gratitude journaling.

Lesson 2 Mindful self-awareness

1. Define equanimity, attentiveness, self-awareness, empathy/compassion, and emotional intelligence.
2. Discuss the EASE framework for mindfulness.
3. Describe the RAIN technique.
4. Reflect on guided mindfulness exercises: mindfulness of daily activities, body scan meditation, and RAIN journaling.

Lesson 3 Mindfulness and clinical challenges

1. Define self-compassion, self-criticism, and cognitive reappraisal.
2. Describe the role of expectations and self-criticism in generating stress.
3. Discuss the clinical application of mindfulness practices.
4. Reflect on guided mindfulness exercises: short breathing exercises (3 breaths, stop, box breathing, self-compassion break), “Even this” meditation, and cognitive reappraisal journaling.

Lesson 4 Mindfulness and growth

1. Define neuroplasticity, fixed mindset, and growth mindset.
2. Discuss the role of reflection in personal and professional growth.
3. Discuss strategies for sustaining mindfulness in busy healthcare environments.
4. Develop a personal mindfulness practice plan for ongoing self-care.
5. Reflect on guided mindfulness exercises: lovingkindness meditation and growth journaling.

Faculty earned 5 continuing education credits for completing the training. The objectives were to:

1. Describe the pedagogy and andragogy features of adaptive quizzing.
2. Utilize adaptive quizzing in their course once or more.
3. Interpret adaptive quizzing analytics at a checkpoint and over time.
4. Apply adaptive quizzing analytics to lesson planning.
5. Create course-level and program-level recommendations for adaptive quizzing technology.

The results of the adaptive quizzing pilot study and faculty training program were mixed but promising.  Here is an excerpt from the attached report:

Looking forward, the faculty has made two commitments. First, faculty committed to remaining alert to new adaptive quizzing product releases from Elsevier and other publishers. Faculty are willing to give adaptive quizzing another try. Second, faculty committed to keeping our original goal on the table: to identify formative strategies to enhance and track teaching and learning. Faculty are willing to investigate other NBDHE preparation options–such as a HESI, AndyRDH, and faculty monitoring–to support students.

Dental Hygiene Pilot Project on Adaptive Quizzing Final Report

The next step is finding the product that best fits our needs. This spring, my colleague Debra Trybom has begun a pilot in Clinic IV with a program called AndyRDH. If the AndyRDH program is superior to the Elsevier adaptive quizzing product, then we will collaborate to develop curricular integration and faculty training.