Mindfulness, mindset, motivation, and academic performance of speech pathology undergraduate students: A correlational study

Background@#Speech pathology (SP) students report great difficulty as they experience academic and mental health concerns while completing their programs. Even with increased global attention on non-cognitive factors influencing academic performance, no study focusing on Filipino SP students has been done. @*Objectives@#This study aimed to (1) explore the relationships among mindfulness, growth mindset, academic intrinsic motivation, and academic performance, and (2) investigate the influence of mindfulness, mindset, and motivation levels on academic performance. @*Methodology@#SP undergraduate students from a university in Manila (n=89) responded to an online survey measuring the three variables. Grades were extracted and analyzed alongside survey scores. Correlation and multiple linear regression analysis were performed. @*Results@#Higher mindfulness level was significantly related to better academic performance (rs(89) = -.235, p<.05). Correlation analysis further revealed a significant association between mindfulness and growth mindset (rs(89) = .390, p<.01); mindfulness and academic intrinsic motivation (rs(89) = .504, p<.01); and growth mindset and academic intrinsic motivation (rs(89) = .409, p<.01). No significant relationship was found between grades and growth mindset or motivation levels. Furthermore, regression analysis revealed that mindfulness, mindset, and motivation levels do not significantly predict grades (F(3,85)=.461, p=.710, R2=.016). @*Conclusion@#This study provides scientific findings to help educators develop a better understanding of Filipino health professions education student characteristics. Evidence on the significance of mindfulness in student performance is presented. It also provides new knowledge regarding the association between the constructs of mindfulness, growth mindset, and intrinsic motivation in this specific population.

How can the postgraduate training program in pathology departments in India be improved.

There exists a wide variation in the competence of the postgraduate residents trained in pathology in different institutions across India. This results in strong disparities in the clinical diagnostic skills, teaching skills, research capabilities and the managerial skills of the graduates. The end users of this training, namely the community, clinicians and health care institutions would benefit from a more uniform and better trained pathologist. The article reviews the reasons for the variation in the quality of the training programs. The main deficiencies include, lack of well-defined criteria for recruitment of residents, training facilities, faculty resources, curriculum with well-defined learning objectives and competencies, hands-on experiences in diagnostic and research activities, diagnostic specimens and medical autopsies, exposure to molecular pathology, pathology informatics, electron microscopy, research experiences, communication skills, professional behavior and bioethics, business practices in pathology and quality assurance. There is also a lack of defined career tracks in various disciplines in laboratory medicine, standard protocols for evaluation and regional and national oversight of the programs. The steps for rectification should include defining the competencies and learning objectives, development of the curriculum including teaching methods, facilities and evaluation strategies, communication skills, professional behavior skills, teaching skills, legal aspects of practicing pathology and the various career pathways to subspecialties in pathology. The training should include defined exposure to molecular pathology, electron microscopy, quality control and assurance, laboratory accreditation, business aspects of pathology practice, review of literature, evidence-based medicine, medical autopsy and medical informatics. Efforts should be made to share human and laboratory resources between regional cooperation. The oversight and accreditation policies should be evolved and well-documented. Web-based platforms need to be developed for easy interaction among residents, faculty and administrators on a national level.