Silva Milagros D, Palathra Brigit C
Division Geriatrics and Palliative Medicine, Weill Cornell Medicine, New York, New York, USA.
Department of Palliative Care, Mount Sinai South Nassau, Oceanside, New York, USA.
Palliat Med Rep. 2024 Dec 4;5(1):537-542. doi: 10.1089/pmr.2024.0020. eCollection 2024.
Burnout is common among palliative care clinicians caring for patients with a serious illness. Contemplative medicine is an emerging approach that aims to utilize Buddhist concepts of mindfulness, insight, and compassion to address unspoken suffering in clinicians.
To introduce and share contemplative medicine practices with Hospice Palliative Medicine (HPM) fellows participating in two academic programs in New York.
Pilot educational sessions in contemplative medicine were conducted following a Contemplative Medicine Fellowship's relationship-centered and cohort-based curriculum. A short survey assessing HPM fellows' attitudes toward core competencies in contemplative medicine was administered to seven HPM fellows.
Participants agreed that being present with those who are suffering are healing acts by themselves and that contemplative medicine can complement HPM fellows' skillsets when providing care to patients with serious illnesses. Common themes like "being awake" and "low self-compassion" were discussed by participants during the sessions. Techniques like pausing and mindful breathing were found helpful to practice throughout a busy workday.
Incorporating contemplative medicine practices into an HPM fellowship may provide opportunities to (1) promote learner emotional development and (2) teach learners self-awareness of how difficult emotions can affect communication with patients.
职业倦怠在照顾重症患者的姑息治疗临床医生中很常见。静观医学是一种新兴的方法,旨在利用佛教中正念、洞察和慈悲的概念来解决临床医生中难以言表的痛苦。
向参加纽约两个学术项目的临终关怀与姑息医学(HPM)学员介绍并分享静观医学实践。
按照静观医学研究员以关系为中心且基于群组的课程开展静观医学试点教育课程。对七名HPM学员进行了一项简短调查,评估他们对静观医学核心能力的态度。
参与者一致认为陪伴受苦的人本身就是一种治愈行为,并且静观医学在为重症患者提供护理时可以补充HPM学员的技能。参与者在课程中讨论了“保持清醒”和“自我同情不足”等共同主题。发现诸如暂停和正念呼吸等技巧有助于在忙碌的工作日中进行练习。
将静观医学实践纳入HPM研究员培训可能提供机会:(1)促进学习者的情感发展;(2)教导学习者了解负面情绪如何影响与患者沟通的自我意识。