The emergence of mindfulness into the public sphere of medical practice and training has provided an increasingly influential mental mechanism with demonstrable positive effects on the quality of healthcare delivery and reception. The migration of what has long been established and understood as individual mental training (often in the pursuit of enlightenment or of self-realization) into the formal educational environment requires the introduction of new ways of knowing and perceiving (on both sides of the scene of treatment). Those institutions designed to train individuals who deliver healthcare at all levels can provide additional ‘resources of/for the self’ surprisingly well suited to solve stressful problems in the broad context where suffering and healing comingle.
Wednesday, April 27, 2016 | 12:00 pm | Social Sciences 109
Mark Lussier, Chair & Professor, Department of English
Alison C. Essary, Director of Student Affairs, College of Health Solutions, Clinical Associate Professor, School for the Science of Health Care Delivery
More on the medical humanities [here]