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Mindful medical practitioners : a guide for clinicians and educators /
Following up on Mindful Medical Practice, this book describes in detail how mindfulness is being taught to medical students, residents, practicing physicians, and allied health care professionals. Steps to set up and integrate programs into curricula are featured and educators? questions concerning...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Switzerland :
Springer,
2016.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Foreword; Preface; References; Acknowledgments; Contents; Chapter 1: Why Teach Mindfulness to Clinicians?; 1.1 Medical Students; 1.2 Residents; 1.3 Physicians; 1.4 Well Clinicians Promote Wellness and Healing in Their Patients; 1.5 Conclusion; References; Chapter 2: Scientific Underpinnings and Evidence Pertaining to Mindfulness; 2.1 Introduction; 2.2 Overview of Mindfulness Research; 2.2.1 Clinical Performance and Decision-Making; 2.2.1.1 Executive Functioning; 2.2.1.2 Mindful Practice and Self-Monitoring; 2.2.1.3 Cognitive Bias; 2.2.1.4 Attention Deficit Trait and Multitasking.
- 2.2.1.5 Vicarious Stress; 2.2.1.6 Emotional Intelligence, Empathy and Communication; 2.2.2 Practitioner and Student Well-Being; 2.2.2.1 Practitioner Mental Health and Burnout; 2.2.3 Learning and Academic Performance; 2.2.4 Neuroscience and Meditation; 2.2.5 Patient Health; 2.2.5.1 Mental Health; 2.2.5.2 Chronic Illness; 2.2.5.3 Lifestyle Change; 2.2.5.4 Chronic Pain; 2.2.5.5 Mindfulness and Immune Functioning; 2.3 Genetics; 2.4 Conclusion; References; Chapter 3: Applied Mindfulness in Medicine; 3.1 Introduction; 3.2 Communication Skills; 3.3 Developing Empathy, Compassion and Self-Compassion.
- 3.4 Patient Satisfaction; 3.5 Clinical Skills in Motivation, Lifestyle and Stress Management; 3.6 Clinical Reasoning, Decision-Making and Prevention of Errors; 3.7 Efficiency, Time Management and Sustainable Performance; 3.8 Workplace Stress and Burnout; 3.9 Inter-professional Relationships and Teamwork; 3.10 Work Engagement; 3.11 Finding Meaning in Work; References; Chapter 4: How Mindfulness Has Been Integrated into Three Medical School Curriculums; 4.1 Introduction; 4.2 Monash University: Craig Hassed; 4.3 University of Rochester School of Medicine and Dentistry: Michael Krasner.
- 4.3.1 Origins; 4.3.2 Components of the Mindful Practice Program; 4.3.3 Faculty Development; 4.3.4 Experience to Date; 4.3.5 Future Efforts; 4.4 The McGill Experience: Tom A. Hutchinson, Stephen Liben, and Mark Smilovitch; 4.4.1 Origins; 4.4.2 When and What Do We Teach?; 4.4.3 Our Aim in Teaching; 4.4.4 How Do We Teach?; 4.4.5 A Safe Container; 4.5 Conclusions; References; Chapter 5: Steps for Starting and Sustaining Programs; 5.1 Introduction; 5.2 Within a Medical School Curriculum; 5.2.1 Aims and Objectives of Mindfulness-Based Programs.
- 5.2.2 Issues Related to Core Curriculum Versus Elective Programs; 5.2.3 Contextualising It in the Curriculum; 5.2.4 Presenting It to Faculty; 5.2.5 Faithful to the Philosophy but Flexible with the Form; 5.2.6 Making Mindfulness Examinable and How to Assess It; 5.3 Programs for Residents, Practicing Physicians and Allied Health Professionals; 5.3.1 CME Credits; 5.3.2 Multidisciplinary Groups; References; Chapter 6: Programme Delivery; 6.1 Part 1: Principles of Teaching Mindfulness to Medical Students and Doctors; 6.1.1 Being Authentic and True to the Principles.