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Table of Contents
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 Stress2.2.1.6 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 Satisfaction3.5 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 Origins4.3.2 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 Programs5.2.3 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.
2.2.1.5 Vicarious Stress2.2.1.6 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 Satisfaction3.5 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 Origins4.3.2 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 Programs5.2.3 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.