Contemplative Practices In Graduate Health Education:

A Scoping Review

Abstract

Introduction: The inclusion of contemplative practices, such as meditation and yoga, in higher education has been growing due to their benefits for focused attention, metacognition, emotional regulation, and deep learning. This is particularly relevant given that current university dynamics generally do not promote health and well-being, especially in graduate programs. Objective: To examine educational offerings that incorporate contemplative practices in postgraduate health programs and to identify gaps and emerging issues in the scientific literature. Methods: The scoping review was followed by the Joanna Briggs Institute and PRISMA-SrC guidelines, including original scientific articles about formative experiences with CP in graduate Health courses, identified in MEDLINE, Embase, Web of Science, Lilacs, and Google Scholar databases. Results and discussion: Fifty-five articles published between 2006 and 2023 were reviewed, primarily on mindfulness and concentrated in the USA, with some from ten other countries (only one from Brazil). The studies, predominantly quantitative in Medicine and qualitative in Psychology, showed a balance between master’s/doctoral students and residents, with a greater focus on the latter. The majority (61.8%) evaluated the effects and feasibility of these practices in graduate education, concluding that they benefited the mental health and/or well-being of students (45.4%). The concentration of studies in the USA reflects multiple factors, highlighting the need for greater geographic dissemination and incorporation of other contemplative practices. Conclusion: There is growing international interest in this topic, although still incipient in Brazil. Understanding international experiences is important due to the positive potential of these practices for graduate Health education.