Abstract:

The aim of this paper is to describe an educational experience devoted to young medical students in order to promote critical skills and ethical awareness through the use of mindfulness practices. Through the use of narrative and experiential tools, the educational module prepared allowed these subjects to work on becoming aware of one's own values, particularly with regard to medical professionalism, with the aim of promoting intentionally more committed action in line with what is 'important'.

Specifically, the educational module transversally involved students of the University of Naples Federico II of the Degree Course in Orthopaedic Techniques, in Dietetics and in Dental Hygiene, as well as students of the Master's Degree Course in Science of Technical Health Professions, Technical-Diagnostic Area. The educational experience was offered during pedagogy lessons, as part of the integrated course in the humanities area. About 50 students were involved in the above mentioned experience.

The three-hour module included a theoretical part aimed at exploring mindfulness, contemplative pedagogy and ethical education, and an experiential work that, through the use of meditative practices, guided fantasies and narrative tools, specifically sought to promote reflexivity with respect to the value dimension in professional action.

The mindfulness protocol that inspired the module being described is Acceptance and Commitment Therapy (more succinctly ACT), created by Hayes (2004), one of the most widely recognised mindfulness protocols in recent years that makes extensive use of linguistic tools such as metaphors and paradoxes, mindfulness skills and various experiential exercises, such as meditation exercises associated with traditional behavioural interventions. The ACT protocol is based on three fundamental points: acceptance, commitment and value-based living and works on six 'virtuous' processes to be promoted whose ultimate goal is the cultivation of flexibility.

In particular, the module, which will be described in detail, focused, among the six dimensions on which ACT works, on critical reflection on values, in line with an educational philosophy that sees as fundamental the openness to an interdisciplinary perspective as well as, through a critical transversal analysis of university curricula, the projection towards an idea of student training that, like contemplative pedagogy, alongside cognitive development, also pays attention to their emotional, interpersonal and ethical development. Especially when training future care professionals.

Keywords:

Contemplative pedagogy, medical students, ethical awareness, mindfulness, value education.