Having the "Headspace" for Compassion Toward Self and Others: A Qualitative Study of Medical Students' Views and Experiences.

A total of 31 students participated in 4 focus groups, each lasting between 60 and 90 minutes. Having the cognitive freedom-"headspace"-to be aware of and respond to one's own and others' difficulties and distress was identified as an overarching theme within the data. This was underpinned by the themes developed during analysis: (a) bringing humanity into the workplace; (b) compassion as a variable, innate resource; (c) zoning into an individual's current needs; and (d) collective compassion. Students talked about the importance of being adaptable and responsive to situational factors in relation to self-compassion and compassionate care. They also highlighted the contribution of role models in promoting compassion to self and others. Insights: It is important for medical educators to explore ways of enhancing students' compassion to self and others during their training and beyond. Integrating approaches to "well-being" into the curriculum can create opportunities for self-compassion development, but rigid protocols could derail these efforts.