A Validation Study of the Mindfulness-Based Interventions Teaching Assessment Criteria for Assessing Mindfulness-Based Intervention Teacher Skill: Inter-Rater Reliability and Predictive Validity.
Global advances in integrative medicine and health January 1, 2024 Frederick M Hecht, Rebecca S Crane, Patricia Moran et al. 2 citations
Teaching quality in mindfulness-based stress reduction (MBSR) courses, measured by the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC), shows fair to good inter-rater reliability depending on the number of raters. Using a single rater, reliability was fair (intraclass correlation coefficients 0.33–0.56 across six domains); with three raters, reliability was good (0.6–0.8). Among 152 MBSR students, anxiety, depression, fatigue, sleep, and social role function improved from before the course to two and four months later (improvements of 2.3 to 6.3 points). Higher MBI:TAC ratings predicted greater anxiety reduction: each one-unit increase in composite teaching rating was associated with a 0.31-point greater decrease in anxiety score. No significant relationships were found for other health domains.