Bibliographic record
Abstract
The following is a review of literature concerning the place of mindfulness, a non-judging present-moment awareness, and techniques by which to invoke it, in Canadian healthcare. Central to the discussion are the effects of mindfulness on personal and interpersonal well-being. Mindfulness has been found to positively impact a wide range of measures of personal health including stress, anxiety, affect, and healthy lifestyle choices. It also presents benefits to interpersonal relationships by promoting empathy, compassion and attentiveness, which in turnfacilitate healthy physician-patient relationships and high quality of medical care.At present, mindfulness-based therapies are applied to a wide range of psychiatric and somatic illnesses with impressive efficacy. With recent growth in research interest, new worthwhile applications of mindfulness such as mindfulness training for physicians as a means to prevent burnout and compassion fatigue continue to be uncovered. Recent investigations of mechanisms underlying the effects of mindfulness are also discussed. There exists an emerging emphasis onthe disempowerment of maladaptive cognitions as determinants of behaviour, leaving the individual free to skillfully, consciously and deliberately navigate her mental life. Given the evidently remarkable potential for mindfulness to promote health, its increased utilization among patients, physicians, and the population at large is advocated in this writing.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".