Faculty Training in Mind-Body Medicine

Fostering self-awareness in future health professionals


Students of medicine, nursing, and other health professions often experience stress and anxiety that can interfere with learning to be effective, compassionate caregivers. However, when these students are able to develop self-awareness, gaining perspective on stressful situations and integrating self-care into their lives, they become more resilient and empathetic. 

The Institute helps make this possible by equipping faculty from health professional schools with skills and knowledge to lead mind-body medicine groups for students. Attracting participants from around the world, “Faculty Training in Mind-Body Medicine” introduces them to a range of mind-body approaches, such as meditation, journaling, and biofeedback, which can alleviate stress and foster well-being.

During an immersive three-day retreat on Maryland’s Eastern shore, participants practice these techniques and realize the benefits through personal experience. Lectures ground the practices in neuroscience and physiology, while experiential sessions show how to lead mind-body medicine groups. Faculty leave with the necessary training, tools, materials, and strategic thinking to help them implement such groups at their own institutions. 

Program facilitators

Led by Nancy Harazduk, MEd, MSW, and Adi Haramati, PhD, the program is modeled on the format they've used to train more than 130 faculty at Georgetown University School of Medicine and over 100 faculty from other institutions. Their intent is to develop mentoring relationships with each participant so that all may become agents for lasting change in health professional education. Read their bios.


2020 Faculty Training in Mind-Body Medicine: Educating for Enhanced
Self-Awareness and Self-Care


In support of improving patient care, this activity has been planned and implemented by MedStar and Georgetown University Medical Center. In support of improving patient care, MedStar Health is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.


This activity was planned by and for the healthcare team, and learners will receive 18.25 Interprofessional Continuing Education (IPCE) credits for learning and change.


Physicians: MedStar Health designates this live activity for a maximum of 18.25 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. 

PikPng.com_american-flag-png_2566448.pngPsychologists: MedStar Health is approved by the American Psychological Association through Joint Accreditation to sponsor continuing education for psychologists. This activity is approved for 18.25 CE credits. MedStar Health maintains responsibility for this program and its content

appr_aswb-1.pngSocial Workers:
 As a Jointly Accredited Organization, MedStar Health is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. MedStar Health maintains responsibility for this course. Social workers completing this course receive 18.25 cultural continuing

There will be an additional charge of $100 made payable to Medstar Health for participants interested in receiving 18.25 CME/CEU credits.
Checks will be collected on site at the time of the Training Program.


March 26-29, 2020

Brampton Inn located in Chestertown, MD

Learn more


"Personally, the program has given me an additional set of tools for recharging. Professionally, I feel hopeful and inspired to “pay it forward.'"

"Adi and Nancy are teachers who can not be compared to any others. They complement each other, and are role models for us."

"I am more hopeful about my academic career . . . . I can create a more thoughtful and caring learning environment for trainees and a more caring environment for patients."