Impact of intervention of learning curve by deep breathing meditation to maintain the attention span for improvement of learning process in classroom lectures of dental students
Journal Title: Medpulse International Journal of Pathology - Year 2018, Vol 8, Issue 2
Abstract
Problems: 1. The attention span in learning curve is gradually decreasing after 15 to 20 minutes. 2. In addition the students are not focussed. They are under stress and are preoccupied by unwanted thoughts. These may be major obstacles in learning process of students. Content: 1) Boosting of the students by deep breathing meditation to maintain the attention span throughout the lecture, to enhance the focussing of the students and make them stress free. 2) Results were assessed and evaluated by Pre-test and post-test, feedback from students. 3) Two lectures were conducted by conventional method and two with intervention by meditation. Method and Evaluation: The participants were informed about the project. The informed consent was taken. Two-minute meditation by deep breathing was given to all students after20 minutes starting the lecture. To evaluate, the pre-test and post-test MCQ were conducted before and after the all 4 lectures. Qualitative evaluation was done by feedback form - questionnaire method (on Likert Scale) from students. Rationale: Meditation is a technique by which a thoughtless alert condition of the mind is achieved. In this phase the mind is ready to accept and learn with 100% to be in the ‘present’. This will help the students to be focussed in learning process. In meditation the thought process is reduced to minimum level. Same as the shutting down the computer that behaves erratically and not following the commands properly. The restarting is done when mind is calm and quite that will definitely help to improve the learning process. As a health professional this technique will help them in every task of the life in future.
Authors and Affiliations
Savita Sanjay Ladkat, Monika Jadhav, R K Saxena, Bageshri Gogate
Keywords
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- EP ID EP457199
- DOI 10.26611/1058211
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