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Impact of gibberish meditation on students learning in a dental school

Rajeev Saxena, Ravi V Shirahatti, Chinmay Shah, Mukhit Kazi, Ashwini Bhosale, Ladkat,Devendra Panchawadkar, Shrikant Diwanay.


Abstract

Background: Gibberish meditational technique claims to reduce the stress and decrease unnecessary thought currents helping the practitioner to be relaxed and attentive.

Aims & Objective: The aim of the present study was to know the effect of this technique, just prior to a learning session, on the student’s academic performance, perception and pulse rate.

Material and Methods: 87 dental students were divided into two groups by systematic allocation. One group practiced Gibberish meditation technique and the other was control group. Both groups attended a one hour lecture as a part of their regular lecture series.

Results: Results did not show any significant difference between the groups in academic performance, although meditation group scored higher. Significant number of students in gibberish group reported to be more attentive, comfortable, relaxed and had better memory and had significant reduction in mean pulse rate. Students expressed a feeling of relaxation and of having a fun filled learning atmosphere after meditation.

Conclusion: This simple and easy technique of meditation could be adopted to enhance student learning.

Key words: Gibberish; Meditation; Learning






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