Complementary Approaches, Stress Management Practices for Future Physicians, a Way to Cultivate a “Savoir-Être” and Contribute to Becoming a Better Physician?
Bibliographic record
Abstract
Purpose: Awakening the “Sensible” Being (ASB), a complementary approach, is a formative practice that examines how use and movement of the body allow for the development of one’s awareness, sense of self and of others, which are desirable qualities for healthcare professionals. Our goal was to explore if and how ASB training followed by healthcare practitioners modifies the quality of their self-awareness, their presence to others, as well as their relationship with respect to health and their medical practice. Methods: Qualitative research based on two types of semi-structured interviews (comprehensive and elicitation) conducted with six physicians from France having completed their ASB training (500 hours over 4 years). The content of the interviews was first analyzed thematically then grouped into categories linked by items and sub-items. Results: A summary of the results is presented in relation to transformation in both the personal and professional spheres of physicians. Thereafter, we describe the identity-transforming effects of education creating favorable conditions for the emergence of a quality of “savoir-être”. We then discuss the relevance and necessity of “savoir-être” both in the learning path of future physician and in medical practice. Conclusion: We conclude with the positive impacts of this learning: on stress management, a way to cultivate a “savoir-être”, an identity construction of the health-promoting professional and the need for an ethical posture enriched by a new perspective. It seems that ASB training is ideal for building the artistic part of the medical profession.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".