Integrating Contemplative Tools into Biomedical Science Education and Research Training Programs
Journal of Biomedical Education July 2, 2014 Peer reviewed DOI: 10.1155/2014/239348 via OpenAlex
Summary
The STEM curriculum for science researchers and health professionals often emphasizes disciplinary expertise and methodologies but lacks training in flexibility and problem-solving. A program at Cornell University aims to fill this gap by integrating contemplative practices into biomedical education, providing students with tools for broader perception, emotional regulation, and creative problem-solving. The initiative includes coursework and workshops that encourage self-awareness and self-regulation through exercises like journaling.
Study at a glance
| Population | science students, researchers, and health professionals |
|---|---|
| Key finding | A program developed at Cornell University offers contemplative practices to enhance flexibility and problem-solving skills in biomedical education. |
Abstract
Academic preparation of science researchers and/or human or veterinary medicine clinicians through the science, technology, engineering, and mathematics (STEM) curriculum has usually focused on the students (1) acquiring increased disciplinary expertise, (2) learning needed methodologies and protocols, and (3) expanding their capacity for intense, persistent focus. Such educational training is effective until roadblocks or problems arise via this highly-learned approach. Then, the health science trainee may have few tools available for effective problem solving. Training to achieve flexibility, adaptability, and broadened perspectives using contemplative practices has been rare among biomedical education programs. To address this gap, a Cornell University-based program involving formal biomedical science coursework, and health science workshops has been developed to offer science students, researchers and health professionals a broader array of personal, contemplation-based, problem-solving tools. This STEM educational initiative includes first-person exercises designed to broaden perceptional awareness, decrease emotional drama, and mobilize whole-body strategies for creative problem solving. Self-calibration and journaling are used for students to evaluate the personal utility of each exercise. The educational goals are to increase student self-awareness and self-regulation and to provide trainees with value-added tools for career-long problem solving. Basic elements of this educational initiative are discussed using the framework of the Tree of Contemplative Practices.