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000755298 019__ $$a949326791$$a950908969$$a953022503
000755298 020__ $$a9783319310664$$q(electronic book)
000755298 020__ $$a3319310666$$q(electronic book)
000755298 020__ $$z9783319310640
000755298 020__ $$z331931064X
000755298 0247_ $$a10.1007/978-3-319-31066-4$$2doi
000755298 035__ $$aSP(OCoLC)ocn949411079
000755298 035__ $$aSP(OCoLC)949411079$$z(OCoLC)949326791$$z(OCoLC)950908969$$z(OCoLC)953022503
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000755298 049__ $$aISEA
000755298 050_4 $$aBF637.M4
000755298 08204 $$a610.71$$223
000755298 1001_ $$aDobkin, Patricia Lynn,$$eauthor.
000755298 24510 $$aMindful medical practitioners$$h[electronic resource] :$$ba guide for clinicians and educators /$$cPatricia Lynn Dobkin, Craig Stephen Hassed.
000755298 264_1 $$aSwitzerland :$$bSpringer,$$c2016.
000755298 300__ $$a1 online resource (xvii, 118 pages)
000755298 336__ $$atext$$btxt$$2rdacontent
000755298 337__ $$acomputer$$bc$$2rdamedia
000755298 338__ $$aonline resource$$bcr$$2rdacarrier
000755298 504__ $$aIncludes bibliographical references and index.
000755298 5050_ $$aForeword; Preface; References; Acknowledgments; Contents; Chapter 1: Why Teach Mindfulness to Clinicians?; 1.1 Medical Students; 1.2 Residents; 1.3 Physicians; 1.4 Well Clinicians Promote Wellness and Healing in Their Patients; 1.5 Conclusion; References; Chapter 2: Scientific Underpinnings and Evidence Pertaining to Mindfulness; 2.1 Introduction; 2.2 Overview of Mindfulness Research; 2.2.1 Clinical Performance and Decision-Making; 2.2.1.1 Executive Functioning; 2.2.1.2 Mindful Practice and Self-Monitoring; 2.2.1.3 Cognitive Bias; 2.2.1.4 Attention Deficit Trait and Multitasking.
000755298 5058_ $$a2.2.1.5 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.
000755298 5058_ $$a3.4 Patient Satisfaction3.5 Clinical Skills in Motivation, Lifestyle and Stress Management; 3.6 Clinical Reasoning, Decision-Making and Prevention of Errors; 3.7 Efficiency, Time Management and Sustainable Performance; 3.8 Workplace Stress and Burnout; 3.9 Inter-professional Relationships and Teamwork; 3.10 Work Engagement; 3.11 Finding Meaning in Work; References; Chapter 4: How Mindfulness Has Been Integrated into Three Medical School Curriculums; 4.1 Introduction; 4.2 Monash University: Craig Hassed; 4.3 University of Rochester School of Medicine and Dentistry: Michael Krasner.
000755298 5058_ $$a4.3.1 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.
000755298 5058_ $$a5.2.2 Issues Related to Core Curriculum Versus Elective Programs5.2.3 Contextualising It in the Curriculum; 5.2.4 Presenting It to Faculty; 5.2.5 Faithful to the Philosophy but Flexible with the Form; 5.2.6 Making Mindfulness Examinable and How to Assess It; 5.3 Programs for Residents, Practicing Physicians and Allied Health Professionals; 5.3.1 CME Credits; 5.3.2 Multidisciplinary Groups; References; Chapter 6: Programme Delivery; 6.1 Part 1: Principles of Teaching Mindfulness to Medical Students and Doctors; 6.1.1 Being Authentic and True to the Principles.
000755298 506__ $$aAccess limited to authorized users.
000755298 520__ $$aFollowing up on Mindful Medical Practice, this book describes in detail how mindfulness is being taught to medical students, residents, practicing physicians, and allied health care professionals. Steps to set up and integrate programs into curricula are featured and educators? questions concerning practical aspects of doing this work are addressed. The argument on how to promote the kinds of leadership and cultural changes necessary are also discussed along with the many challenges facing health professionals in multiple settings. Mindful Medical Practitioners is an invaluable resource that raises interest, provides a rationale and details how to integrate mindfulness into clinical work and serves as a guide for those qualified to teach it.
000755298 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed May 11, 2016).
000755298 650_0 $$aMindfulness (Psychology)
000755298 650_0 $$aMedical education.
000755298 7001_ $$aHassed, Craig Stephen,$$eauthor.
000755298 77608 $$iPrint version:$$z331931064X$$z9783319310640$$w(OCoLC)939531841
000755298 85280 $$bebk$$hSpringerLink
000755298 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-319-31066-4$$zOnline Access$$91397441.1
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000755298 980__ $$aBIB
000755298 982__ $$aEbook
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