Faculty Training in Mind-Body Medicine

Fostering self-awareness in future health professionals

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Students of medicine, nursing, and other health professions often experience stress and anxiety that can interfere with learning to be effective, compassionate caregivers. However, when these students are able to develop self-awareness, gaining perspective on stressful situations and integrating self-care into their lives, they become more resilient and empathetic. 

The Institute helps make this possible by equipping faculty from health professional schools with skills and knowledge to lead mind-body medicine groups for students. Attracting participants from around the world, “Faculty Training in Mind-Body Medicine” introduces them to a range of mind-body approaches, such as meditation, journaling, and biofeedback, which can alleviate stress and foster well-being.

During an immersive three-day retreat on Maryland’s Eastern shore, participants practice these techniques and realize the benefits through personal experience. Lectures ground the practices in neuroscience and physiology, while experiential sessions show how to lead mind-body medicine groups. Faculty leave with the necessary training, tools, materials, and strategic thinking to help them implement such groups at their own institutions. 

Program facilitators

Led by Nancy Harazduk, MEd, MSW, and Adi Haramati, PhD, the program is modeled on the format they've used to train more than 50 faculty at Georgetown University School of Medicine. Their intent is to develop mentoring relationships with each participant so that all may become agents for lasting change in health professional education. Read their bios.

NEXT TRAININGS

April 12—15, 2018

Wye River, A Dolce Conference Center

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PARTICIPANTS SAY

"Personally, the program has given me an additional set of tools for recharging. Professionally, I feel hopeful and inspired to “pay it forward.'"

"Adi and Nancy are teachers who can not be compared to any others. They complement each other, and are role models for us."

"I am more hopeful about my academic career . . . . I can create a more thoughtful and caring learning environment for trainees and a more caring environment for patients."