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Book Chapter: Mindfulness to Enhance Teaching and Learning

TitleMindfulness to Enhance Teaching and Learning
Authors
Issue Date2013
PublisherInformation Science Reference
Citation
Mindfulness to Enhance Teaching and Learning. In Salter, DJ (Ed.), Cases on Quality Teaching Practices in Higher Education, p. 119-130. Hershey, PA: Information Science Reference, 2013 How to Cite?
AbstractThis chapter deals with the concept of mindfulness as a skill required both by teachers and by students. This concept is explored by providing a brief review of why the concept of mindfulness is gaining attention in medicine and higher education. As a mindful practitioner, the author describes examples of how mindful practices in his daily life have opened and enriched his teaching experiences and enhanced student learning. Mindful practice has also enabled the author to take a broader perspective of how medical schools can develop “better” doctors. In engaging with colleagues across the university, the author has applied this perspective to develop a medical humanities course for the undergraduate medical curriculum.
Persistent Identifierhttp://hdl.handle.net/10722/191033
ISBN

 

DC FieldValueLanguage
dc.contributor.authorChan, LCen_US
dc.date.accessioned2013-09-17T16:11:18Z-
dc.date.available2013-09-17T16:11:18Z-
dc.date.issued2013en_US
dc.identifier.citationMindfulness to Enhance Teaching and Learning. In Salter, DJ (Ed.), Cases on Quality Teaching Practices in Higher Education, p. 119-130. Hershey, PA: Information Science Reference, 2013en_US
dc.identifier.isbn9781466636613-
dc.identifier.urihttp://hdl.handle.net/10722/191033-
dc.description.abstractThis chapter deals with the concept of mindfulness as a skill required both by teachers and by students. This concept is explored by providing a brief review of why the concept of mindfulness is gaining attention in medicine and higher education. As a mindful practitioner, the author describes examples of how mindful practices in his daily life have opened and enriched his teaching experiences and enhanced student learning. Mindful practice has also enabled the author to take a broader perspective of how medical schools can develop “better” doctors. In engaging with colleagues across the university, the author has applied this perspective to develop a medical humanities course for the undergraduate medical curriculum.-
dc.languageengen_US
dc.publisherInformation Science Referenceen_US
dc.relation.ispartofCases on Quality Teaching Practices in Higher Educationen_US
dc.titleMindfulness to Enhance Teaching and Learningen_US
dc.typeBook_Chapteren_US
dc.identifier.emailChan, LC: chanlc@hkucc.hku.hken_US
dc.identifier.authorityChan, LC=rp00373en_US
dc.identifier.doi10.4018/978-1-4666-3661-3.ch008-
dc.identifier.hkuros224332en_US
dc.identifier.spage119en_US
dc.identifier.epage130en_US
dc.publisher.placeHershey, PA-

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