Attending Medicine Mindfulness And Humanity Pdf
File Name: attending medicine mindfulness and humanity .zip
A Harvard Health article.
- William Carlos Williams: Poet-Physician of Rutherford
- ‘Attending: Medicine, Mindfulness and Humanity,’ talk and book-signing on May 16
- We are now offering free weekly online mindfulness sessions & podcasts
William Carlos Williams: Poet-Physician of Rutherford
Good doctors are empathic, compassionate and reflective. They are able to take care of others as well as themselves. Yet, there is little agreement on how medical schools encourage these qualities. Mindfulness is one approach that is gathering interest. Some even argue that it should be an addition to the medical curricula. And yet, within medical education, there is no consensus on its usefulness and there are mixed views about its application.
Medicine is both an art and a science. Medical students need to appreciate that advances in the understanding of disease and treatments will not eradicate suffering. This involves tolerating ambiguity and uncertainty, which is a difficult feat for students who are taught to question anything that is not evidence based or peer reviewed.
Thus, meeting suffering in a compassionate manner. Attending is a moral imperative, which aligns with honouring humanity as well as providing best care. A competent doctor is able to attend to the patient whilst attending to their own mental processes;allowing for the early recognition of cognitive biases, errors, and emotional reactions.
A doctor who can be curious about their own experience through mindful exploration of subtle transitions in the body and mind is more likely to tolerate uncertainty and turn towards a challenging patient-doctor encounter. Conversely, a lack of attentive observation can hinder curiosity, which in turn can lead to over-investigation, inefficient time management, and poor clinical reasoning.
As a patient you feel that the doctor has listened deeply, alert to your concerns. You feel cared for as a person, rather than a case or problem to be solved. Care is more efficient and effective. Similarly, I know, as a doctor, that such an approach allows for more meaningful relationships with my patients.
Presence is a quality of being which is difficult to describe. It is often communicated non-verbally and creates intimacy and connection. In this way, consulting is guided by insight and compassion. Presence is a habit of mind and a learned skill that can be honed through contemplative practices Epstein, Therefore, the study of the humanities within medical training may offer an opportunity for such contemplation.
Medical students start university with a lower prevalence of burnout and depression and higher quality of life than similarly aged students who pursue other careers. Once in medical school, however, students experience more burnout and depressive symptoms and report lower quality of life than their peers in other fields .
Empathy declines dramatically as medical students progress through training. Students can become apathetic to learning, detach and focus on the security of knowledge acquisition rather than on the development of humanistic and relational skills which have equal importance in clinical practice.
Clinical, ethical and professional practice can suffer, to the detriment of patient care. These disturbing findings question whether medical schools adequately prepare students for the stressful, demanding job of being a doctor.
Undoubtedly, there are systemic issues within training. However, if students enter into challenging, stressful work climates without sufficient resources and resilience to cope with them, there is a high risk that clinical performance will suffer, and a high risk of absence, illness and attrition of expensively trained professionals.
Additionally, such difficulties increase demands on an already stretched healthcare system. Therefore, it is extremely worrying that there is no consensus around effective wellbeing interventions for medical students. By recognising wellness as a philosophy, not an activity, a culture instead of a program, medical schools can begin to generate solutions that will promote and sustain the wellbeing of future doctors, to the benefit of the healthcare system as a whole.
Due to the proven benefits to health more generally, including the prevention of recurrent depression and anxiety, mindfulness shows much promise. In fact, studies have already demonstrated the beneficial effects of mindfulness more widely within the university student population. Including wellbeing Galante et al. Additionally, it is highly encouraging that within the doctor population, mindfulness has been shown to reduce symptoms of burn-out, depression and anxiety and improve quality of life, wellbeing and patient care Epstein, ; Krasner et al.
Therefore, it is reasonable to hypothesise that mindfulness could help medical students emotionally manage the distressing aspects of medical training and promote wellbeing. While medical training teaches the scientific and technical aspects of medicine well, the rising concerns within the medical student population indicate that the humane aspects of medical education remain relatively neglected.
Science provides us with safe, effective tools to deploy in medical practice, whereas the humanities teach us how to use them wisely. Doctors work in complex, emotionally demanding settings where high-risk ethical and moral decisions are made and require sufficient resources and resilience to cope with these demands. In an already packed medical curricula, some argue that there is insufficient space to include mindfulness training.
However, as the evidence base supporting its use rises, this position may be about to change. Currently, it appears that this will demand a paradigm shift in medical education and a culture change in the delivery of medical care more generally. Beckman, H. Berner, E. Epstein, R. Galante, J. Haslam, D. Hilton, S. Osler, W.
XXXVI, no. Pidgeon, Aileen M. Ramsburg, Jared T. Rosenzweig, S. Rotenstein, L. Smallwood, Jonathan, Schooler, Jonathan W. Is Mindfulness Relevant to Medical Education?
‘Attending: Medicine, Mindfulness and Humanity,’ talk and book-signing on May 16
The National Academies of Sciences, Engineering, and Medicine convened a committee in to produce a report outlining steps needed to move children who are at risk for negative outcomes toward positive health trajectories, reducing health disparities. The committee recommended a range of short-and long term changes to practice, policy, and systems and a suite of strategies crucial to advancing health equity. Jennifer Jen DeVoe is a practicing family physician and health services researcher based in Portland, Oregon. She was elected to the National Academy of Medicine in Throughout his career, George Snively, M.
As burnout rates soar in medicine, mindfulness is the new buzzword. In this book, Ronald Epstein, MD translates the concept of mindfulness for health care providers; he takes it far beyond practice to more of a way of being. He layers one set of wisdom upon another. He has practiced in Rochester, New York for years, and shares plenty of stories. While he uses powerful idioms like the importance of knowing the patient versus simply knowing about the patient, he solidifies each important concept with an anecdote that solidifies his message. The book oscillates between theories and very useful analogies.
Attending is the first book about mindfulness and medical practice written for patients, their families, and for doctors and others providing health care. It is a groundbreaking, intimate exploration of how doctors approach their work with patients. From his early days as a Harvard Medical School student, Ronald Epstein saw what makes good doctors great, how they deliver more accurate diagnoses, make fewer errors, and build stronger connections with their patients. This set the stage for his life's work—identifying the qualities and habits that distinguish master clinicians from those who are merely competent. The secret, he learned, was mindfulness. Drawing on his clinical experiences and current research, Dr.
We are now offering free weekly online mindfulness sessions & podcasts
Good doctors are empathic, compassionate and reflective. They are able to take care of others as well as themselves. Yet, there is little agreement on how medical schools encourage these qualities. Mindfulness is one approach that is gathering interest. Some even argue that it should be an addition to the medical curricula.
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