Curriculum design and development
Secondary Topic: Interprofessional education
Tertiary Topic: Teaching, learning, and assessment
Mindful Resilience: An Innovative Honors Course Addressing Individual/Organizational Resilience via the Embodiment of Integrative Health Practices
Maryanna D Klatt, PhD, The Ohio State University, College of Medicine, Columbus, OH, United States
Late Breaker: No
Emerging contemplative education courses and academic programs that focus on embodying Integrative Health (IH) have a unique opportunity to help students gain both self-awareness and an awareness of the pragmatic benefits of IH in their life and career. Research utilizing meditation in higher education shows promise in building resilience, interpersonal skills, and the cognitive capabilities of attentional control. Pragmatic, reflective pedagogy that successfully cultivates personal and social awareness is an avenue to give our future healthcare professionals the tools and capacity to create institutions that are built to facilitate both individual and organizational resilience. Course content and structure of Mindful Resilience: From the Individual to the Organization will be shared so that others can utilize this curricular innovation to teach resiliency skills to pre-professionals. The course was informed by the recognition of the necessary quadruple aim, “care of the provider” as pivotal to delivering quality patient-centered care, and was designed to equip pre-professionals with the IH skills/practices to preempt burnout and compassion fatigue, requiring a self-care program by course completion. The course utilizes guided mindfulness meditation and reflective writing to help students reflect upon their ‘‘performance of self’’ to increase awareness and help sculpt their personal and professional lives. Interprofessional guest speakers share resiliency narratives, and are intentionally timed with specific scholarly readings. This pedagogy demonstrates an innovative and creative application of the theory of contemplative practice in action with the goal of creating a more nurturing culture in which we live and work. Students recognize by semester end the absolute necessity of being proactive about one’s self-care in order to adequately care for ones patients. The earlier a student is made aware of the existing challenges encountered by healthcare practitioners, the sooner they may be open to developing wellness practices, strategies, and organizational structures to sustain them.
This topic is critically important as we need share curriculum to teach emerging professionals the huge contribution that Integrative Health (IH) can make in their life and careers. Curricula that is designed to give students a first-person experience of meditation, reflection and mindful movement while they are pre-professionals is invaluable so that they can enjoy the life-long benefits that IH affords. This curricular innovation has been featured in two journals, Medical Teacher, and the Journal of Transformative Education, and embodies a curricular advance in teaching the usefulness, and value, of IH.
Participants attending this session will:
1. Learn about the curricular elements that have successfully been employed in teaching emerging health care professionals the benefit of Integrative Health practices for their own life and work,
2. Discern which curricular pieces and parts may be most vital in teaching future healthcare professionals about the value of Integrative Health, and
3. Be able to design similar curricular innovations at their home universities, based upon this successful model.