Integrating Contemplative Tools into Biomedical Science Education and Research Training Programs

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.

Study at a glance

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.