MiME Conference – The Changing Landscape of Mindfulness in Medical Education

28th January 2022

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Conference approved by the Federation of the Royal Colleges of Physicians of the United Kingdom for 5 category 1 (external) CPD credits.
Accepted abstracts will be published in a supplement of the peer reviewed journal ” The Clinical Teacher”.
Click to download event flyer
This day is open to anyone interested in mindfulness, but is particularly relevant to those who may wish to explore introducing, integrating or improving the use of mindfulness in their clinical teaching or training programs.
A highly interactive and experiential virtual event with speakers including:

Renown physician, author, researcher and educator Professor Ron Epstein, University of Rochester School of Medicine and Dentistry;
Psychiatrist, scholar, writer and educator Neil Greenberg, Professor of Defence Health Medicine, Kings College, London;
Writer, educator and scholar and one of the pioneers of introducing mindfulness into medical education in the antipodes Professor Craig Hassed, Monash University, Australia.

This one day event will include:

Guest speakers
Workshops on mindfulness and well being
Abstract presentations
ASME-MiME Research Award Presentation
Mindfulness meditation sessions
Opportunities to network and share scholarship.

Call for abstracts
We are delighted to announce that the call for abstracts for this upcoming event is now open.  We welcome any themes related to mindfulness and mental wellbeing in areas of medical education and training. Authors should submit abstracts as a text summary (maximum 500 words), detailing the salient points of their research – background, methods and results.
Deadline for submission of abstracts: 15th December 2021
Presentations and Workshops
We are also happy to accept proposals for other presentations and workshops which may not be appropriate to submit as a scientific abstract.
Deadline: 15th December 2021
 If you have any questions please email: events@asme.org.uk 
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Time GMT



Guided Meditation




Introduction: Welcome housekeeping by Co-Chairs Mr. Michael Atkinson and Dr. Vidarshi Karunaratne


Professor Craig Hassed, Monash University (Australia): “Preaching to the Unconverted: the art of introducing mindfulness into medical education”




Professor Craig Hassed (Workshop): “Introducing mindfulness into medical education.”

1045 -1100h

Guided meditation and 5 minutes break

1100 -1200h

Professor Neil Greenberg, Professor of Defence Health Medicine, Kings College London (UK): “Mental Health, Moral Injury and Healthcare Staff.”

1200 -1230h


1230 -1240h

Guided meditation

1240 -1325h

Abstracts Session
1240-1255: Dr Nithya Kadiyala, Addenbrooke’s Hospital and Dr Charlotte Muehlschlegel, North Middlesex University Hospital (UK): “Mindfulness in Medicine: a multi-centre study to investigate the impact of mindfulness on burnout risk, mental well-being and compassion”.
1255-1310: Miss Alexandra Cardoso Pinto and Miss Justyna Gromala, Imperial College London (UK): “Wellbeing during the COVID-19 pandemic: training patients and primary care staff in mindfulness practice.”
13:10-1325: Dr Charlotte Muehlschlegel, North Middlesex University Hospital and Dr Nithya Kadiyala, Addenbrooke’s Hospital (UK): “Mindfulness in medicine: an approach to stress reduction in an environment prone to burnout.”

1325 – 1330h


1330 -1445h

Professor Ron Epstein, University of Rochester School of Medicine and Dentistry (USA): “Mechanics and gardeners: the role of mindfulness in medical education.”

1445- 1500h

Break/Guided Meditation


Abstracts Session
1500-1515: Dr Christopher Sanders, University of Leicester (UK): “Aligning Mindfulness Across the Medical Curriculum”
1515-1530: Ms Ilona Kaisti, University of Oulu (Finland): “The effects of mindfulness-based interventions in medical students – a systematic review.”
1530-1545: Dr Kevin Chun Hin Tang, Sheffield Teaching Hospitals (UK): “Improving transitions – Simulating on-call scenarios for FY1 Doctors starting in the community or in paediatric rotations.”

1545 -1600h


1600 -1615h

ASME-MiME Research Award Winner’s Presentation
Mr George Richardson and Mr Conor Gillespie, University of Liverpool (UK): “Social and Psychological Impact of the Covid-19 pandemic on UK medical students: a national survey re-Evaluation of SPICE-19 (SPICE-20)”


Abstract Award Winner Announced
Closing statements

1645– 1650h

Brief silent sit

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“Mechanics and gardeners: the role of mindfulness in medical education.”
by Ronald Epstein MD
Professor of Family Medicine, Oncology and Medicine (Palliative Care)
American Cancer Society Clinical Research Professor
Co-director, Family Medicine Research Programs
Co-director, Mindful Practice in Medicine
University of Rochester School of Medicine and Dentistry, USA
The physician-author Victoria Sweet notes that seasoned clinicians use not only their “fast medicine” skills oriented towards fixing, taking a mechanic’s view of illness and healing, but also use “slow medicine” oriented toward curating, cultivating and nurturing, much as a gardener helps their garden to flourish. Fast medicine requires knowledge and technical skills, whereas slow medicine involves practical wisdom, patience, attentive observation, comfort with uncertainty and ethical sensitivity. Medical education often does a good job of training “fast medicine” skills but has tended to leave the acquisition of these “slow medicine” skills to chance. While the “fast medicine” skills can often be taught explicitly, the intrapersonal and interpersonal awareness that is fundamental to “slow medicine” skills cannot be taught explicitly, but can be nurtured and curated. I will propose ways, through the cultivation of self-awareness and mindfulness during day-to-day clinical practice, to cultivate nurture these “slow medicine” attributes in their learners, and present data supporting the effectiveness of programs that take that approach.
Ronald Epstein MD — family physician, teacher, researcher and writer — has devoted his career to communication and mindfulness in medicine. His 1999 JAMA article on Mindful Practice brought the idea of mindfulness to clinical practice, and starting in 2007, with Mick Krasner, he developed Mindful Practice programs which have helped clinicians worldwide experience greater self-awareness, resilience, joy and effectiveness in practice. His groundbreaking research and innovative educational programs addressing mindfulness and communication between patients with serious illness and their physicians have been among the most widely cited in the medical literature and have had a major impact on thousands of medical practitioners and trainees. Dr. Epstein is Professor of Family Medicine, Oncology and Medicine (Palliative Care) at the University of Rochester, a graduate of Harvard Medical School, and recipient of numerous lifetime achievement awards relating to communication and humanism, a Fulbright fellowship in Barcelona, fellowships at the University of Sydney and the Brocher Institute in Geneva, and, in 2018, the American Cancer Society’s highest award, the Clinical Research Professorship. He has published over 300 articles and book chapters, His first book, Attending: Medicine, Mindfulness and Humanity, was released in January 2017 to wide critical acclaim. Learn more about Dr. Epstein’s work, including upcoming Mindful Practice in Medicine workshops, at www.ronaldepstein.com.
“Preaching to the Unconverted: the art of introducing mindfulness into medical education”
Professor Craig Hassed OAM
Awarded the Medal of the Order of Australia (OAM) for services to Medicine
Faculty of Medicine at Monash University, Australia
Mindfulness is a generic skill with a wide variety of applications many of which are relevant to medical education and future clinical practice. These applications include managing attention in complex environments, reducing stress and cognitive errors, and improving focus, mental health, communication, compassion and decision making. At Monash University mindfulness has been integrated into core curriculum since the early 1990s. There are a number of potential challenges to successfully introducing and integrating mindfulness into medical medical education especially when taking a whole cohort approach rather than just providing it as an elective for students who are already interested and motivated. This presentation and workshop will explore some of these challenges and provide insights gained from the experience of working at Monash and with other universities over more than three decades. Important considerations include providing the evidence base, language, contextualisation, clinically and personally relevant applications, and taking a deep learning approach. To help provide a framework we will also explore the ‘four F’s of integrating mindfulness into curriculum – be flexible with the form but faithful to the philosophy.
 Professor Craig Hassed OAM has been working within the Faculty of Medicine at Monash University since 1989. Now he also teaches into a number of other faculties, is coordinator of mindfulness programs across Monash and is the founding Director of Education at the Monash Centre for Consciousness and Contemplative Studies. His teaching, research and clinical interests include mindfulness, mind-body medicine, lifestyle medicine, integrative medicine and medical ethics. Craig developed and integrated into the Monash medical curriculum the world-first mindfulness-based healthy lifestyle course called the Health Enhancement Program and has collaborated with Australian and international universities helping them to integrate similar content. He has authored over 100 papers in peer-reviewed journals and has published 14 books and 16 book chapters. Craig is regularly invited to speak and run courses in Australia and overseas in health, educational, government and corporate contexts. He was the founding president and patron of Meditation Australia, is a Smiling Mind ambassador and a regular media commentator featuring in the documentaries, The Connection, and My Year of Living Mindfully. He co-authored with Richard Chambers two free Mindfulness MOOCs (massive open online courses) in collaboration with Monash University and FutureLearn, both of which are rated by Class Central as the two leading online mindfulness courses globally and among the 10 top online courses for any subject in the world. In 2019 Craig was awarded the Medal of the Order of Australia (OAM) for services to Medicine.
“Mental Health, Moral Injury and Healthcare Staff”
by Professor Neil Greenberg, Professor of Defence Mental Health
King’s College London, UK
There has been a range of research carried out on healthcare staff working during the pandemic. These studies suggest high rates of psychological distress, anxiety, and depression which may affect staff’s ability to provide high quality care. This presentation will provide background information on mental health and moral injury and explain the evidence on how best to protect the mental health of healthcare staff drawing on the relevant published, and emerging, evidence.

Professor Neil Greenberg is a consultant academic, occupational and forensic psychiatrist based at King’s College London. Neil served in the United Kingdom Armed Forces for more than 23 years and has deployed, as a psychiatrist and researcher, to a number of hostile environments including Afghanistan and Iraq. At King’s Neil leads on a number of military mental health projects and is a principal investigator within a nationally funded Health Protection Research unit. He also chairs the Royal College of Psychiatrists (RCP) Special Interest Group in Occupational Psychiatry and is leading the World Psychiatric Association position statement on mental health in the workplace. Neil has published more than 300 scientific papers and book chapters and has been the Secretary of the European Society for Traumatic Stress Studies, the President of the UK Psychological Trauma Society and Specialist Advisor to the House of Commons Defence Select Committee. During the COVID19 pandemic, Neil has worked closely with NHSEI, PHE and has published widely on psychological support for healthcare, and other key workers.
Social and Psychological Impact of the Covid-19 pandemic on UK medical students: a national survey re-Evaluation of SPICE-19 (SPICE-20)
George Richardson and Conor Gillespie
Winners of the inaugural ASME Mindfulness in Medical Education Research Award
Healthcare students have played a significant role in the NHS during the COVID-19 pandemic. We captured data on the wellbeing of medical students during the acute phase of the pandemic with the Social and Psychological Impact of COVID-19 on medical students: a national survey Evaluation (SPICE-19) study. In the SPICE-20 study, we will evaluate changes in mental health and wellbeing of medical and nursing students one year after SPICE-19 to delineate the ongoing impact of the pandemic. This study will be a national, multi-institution, cross-discipline study. An online, 53-item survey of demographics, mental health and wellbeing will be used to record responses. UK medical and nursing students will be eligible to participate. The survey will be advertised through the Neurology and Neurosurgery Interest Group (NANSIG) national network. Participation is anonymous and mental health resources are made available to participants. Ethical approval has been granted by the University of Oxford.
George Richardson
George is a final year medical student at the university of Liverpool and the Vice Chair for Media for the Neurology and Neurosurgery Interest Group (NANSIG). George was the study lead for the study “Social and Psychological Impact of the Covid-19 pandemic on UK medical students: a national survey re-Evaluation of SPICE-19 (SPICE-20)”. His interests include neurosurgery, research, mental health, and running.

Conor Gillespie
Conor is a final year medical student at the university of Liverpool and currently acts as the Chair of the Neurology and Neurosurgery Interest Group (NANSIG). Conor acted as a Co-Lead on the SPICE-20 study. He is interested in neurosurgery, medical education, research, and is an avid footballer.
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Dr. Vidarshi Karunaratne (Co-chair, MiME) BSc(Hons), MBChB, PhD, FRCOphth (R and D Lead, MiME) Mindfulness Based Cognitive Therapy Teacher

Vidarshi is a mindfulness based cognitive therapy teacher based in London and West Essex. She originally read medicine at Edinburgh University, graduating with an intercalated BSc with honours in Immunology and MBChB. She competed some basic surgical and ophthalmology training in Scotland before completing a PhD in quantitative genetics between the University of Edinburgh and the MRC Human Genetics Unit. Following  further ophthalmic surgical training between Moorfields Eye Hospital and Barts Health NHS Trust (Whipps Cross Hospital and Royal London) she trained to teach mindfulness based cognitive therapy at the Oxford Mindfulness Centre. She now has her own mindfulness teaching practice and has taught mindfulness to a variety of individuals and for a  number of institutions, including secondary care patients in the NHS, staff and students within the NHS, the general public for the London Wildlife Trust and senior educators for the West Essex Teaching Schools Alliance.
Mr. Michael Atkinson (Co-chair, MiME)

Michael is currently a Lecturer in Medical Education, Mindfulness Teacher, and Associate Lecturer in Psychology at Newcastle University where he teaches the 8-Week Mindfulness-Based Stress Reduction (MBSR) programme alongside regular drop-in sessions for students and staff, and where he also conducts research into mindfulness and resilience and mindfulness and clinical-decision-making. With over 20 years of experience in mindfulness meditation he has taught mindfulness in a range of public and private contexts including local and national conferences and events; Further and Higher Education institutions; health-care settings, and one-to-one. He has collaborated with a range of mental health and mindfulness practitioners such as Dr Zoe Williams (resident GP on ITV’s Good Morning Britain) and features regularly on Radio Tyneside’s morning programme with ‘Morning Mindfulness’. He has a degree in Philosophy, a PGCE in Post Compulsory Education and Training, a Masters in Education, and is as a Senior Fellow with Advance-HE. He lives in Tynemouth in the North-East of England with his family.
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