Integrating Contemplative Tools into Biomedical Science Education and Research Training Programs
Journal of Biomedical Education July 2, 2014 Rodney R. Dietert 8 citations
STEM and biomedical education traditionally emphasizes disciplinary expertise, methodologies, and intense focus, but this approach can leave trainees ill-equipped when roadblocks arise. A Cornell University program integrates contemplative practices into biomedical coursework and health science workshops to provide students, researchers, and health professionals with personal problem-solving tools. Exercises aim to broaden perceptual awareness, reduce emotional drama, and mobilize whole-body strategies for creative problem solving. Self-calibration and journaling help students evaluate each exercise's utility. The goal is to increase self-awareness and self-regulation, offering value-added tools for lifelong problem solving. The initiative is described using the Tree of Contemplative Practices framework.