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Teaching Health Care Professionals

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Resources for Teaching Mindfulness

Abstract

, a mindfulness-based intervention developed by a team of physicians at the University of Rochester School of Medicine and Dentistry (Rochester, New York, USA) was designed to enhance medical students’, residents’, and physicians’ resilience and well-being, improve the physician–patient relationship, and advance the quality of medical care they provide. This educational intervention was built on a strong biopsychosocial foundation and contains three major components—mindfulness meditation, narrative medicine, and appreciative inquiry—each integrated with the others into a seamless approach.

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Authors and Affiliations

  1. University of Rochester School of Medicine and Dentistry, 42 Lilac Drive #8, Rochester, NY, 14620, USA

    Michael S. Krasner M.D.

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  1. Michael S. Krasner M.D.
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Correspondence to Michael S. Krasner M.D. .

Editor information

Editors and Affiliations

  1. Center for Contemplative Studies, West Chester University of Pennsylvania, West Chester, Pennsylvania, USA

    Donald McCown

  2. Mindfulness Institute, Jefferson-Myrna Brind Center of Integrative Medicine, Thomas Jefferson University Hospitals, Philadelphia, Pennsylvania, USA

    Diane Reibel

  3. Department of Physiology and Biophysics, Georgetown University School of Medicine, Washington, DC, USA

    Marc S. Micozzi

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Krasner, M.S. (2016). Teaching Health Care Professionals. In: McCown, D., Reibel, D., Micozzi, M. (eds) Resources for Teaching Mindfulness. Springer, Cham. https://doi.org/10.1007/978-3-319-30100-6_21

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