TY - JOUR

T1 - Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance

AU - Crane, Rebecca

AU - Koerbel, Lynn

AU - Sansom, Sophie

AU - Yiangou, Alison

PY - 2020

Y1 - 2020

N2 - Inclusion of assessment of teaching competence in Mindfulness-Based Program (MBP) teacher training enables international benchmarking of standards, which in turn underpins the integrity of this emerging field and the potential to deliver effective, transformative interventions. However, there is a risk that the inclusion of competence assessment could lead to reductionism and undermining of the pedagogical features that make mindfulness-based teaching distinct. It can also make the costs of training prohibitive. The science underpinning the integrity of competence assessment is not yet robust enough to justify wide scale implementation, but when feasible, including the option for assessment enables trainees to engage in rigorous and effective training processes. When assessment is included, it is critically important that the process is held with awareness and sensitivity, and is implemented by experienced assessors with thoughtful governance. Navigating these issues involves balancing rigour with accessibility and pragmatism. This paper lays out some guidelines for good practice for MBP teaching assessment, and raises unresolved dilemmas and questions.

AB - Inclusion of assessment of teaching competence in Mindfulness-Based Program (MBP) teacher training enables international benchmarking of standards, which in turn underpins the integrity of this emerging field and the potential to deliver effective, transformative interventions. However, there is a risk that the inclusion of competence assessment could lead to reductionism and undermining of the pedagogical features that make mindfulness-based teaching distinct. It can also make the costs of training prohibitive. The science underpinning the integrity of competence assessment is not yet robust enough to justify wide scale implementation, but when feasible, including the option for assessment enables trainees to engage in rigorous and effective training processes. When assessment is included, it is critically important that the process is held with awareness and sensitivity, and is implemented by experienced assessors with thoughtful governance. Navigating these issues involves balancing rigour with accessibility and pragmatism. This paper lays out some guidelines for good practice for MBP teaching assessment, and raises unresolved dilemmas and questions.

KW - assessment

KW - fidelity

KW - competence

KW - MBI:TAC

KW - Mindfulness-based programs

KW - mindfulness-based interventions

KW - teaching assessment criteria

U2 - https://doi.org/10.1177%2F2164956120973627

DO - https://doi.org/10.1177%2F2164956120973627

M3 - Article

VL - 9

JO - Global Advances in Health and Medicine

JF - Global Advances in Health and Medicine

SN - 2164-9561

ER -