This chapter describes a practice of philosophical meditation as a way to transformation in an Italian context. It makes use of poetic and autoethnographic writing to highlight some features of the method, and offers suggestion for adult education practice.

This chapter presents the process and operational considerations when developing and implementing mindfulness-based programs for both patients and staff in hospital and health-care settings.

This chapter discusses ways of engaging the plant-human connection and exchange by learning about bonsai and then engaging and meditating on the tree to eventually cultivate the experience of bonsai as meditation.

This chapter summarizes the articles contained in this special issue, highlighting emerging themes and future implications for research and practice for adult educators.

In this final chapter, we summarize the themes of this sourcebook along with the issues and trends in health professions education (HPE) identified by the chapter authors. By comparing and contrasting HPE and adult and continuing education, we discuss ways in which the two can be integrated.

This chapter provides an overview of the emerging social and organizational contexts for health professions education and the rationale for foundational adult and continuing education concepts to be included in the curricula of HPE graduate programs.

This chapter focuses on negotiating life transitions that facilitate positive adult development, and the importance of self-care for health professions educators.

This chapter focuses on the process of learning in health professions education (HPE) in terms of key issues that shape HPE learning and essential strategies for promoting and facilitating learning among professionals.

In this chapter, the major concepts from program planning in adult education will be applied to health professions education (HPE). Curriculum planning and program planning will be differentiated, and program development and planning will be grounded in a systems thinking approach.

This chapter proposes approaches for assessing learners and evaluating courses and curriculum that could be used by directors of health professions education (HPE) programs to determine the effectiveness and impact of their programs.

Using adult learning principles, health professions educators are well positioned to create interprofessional learning systems for collaborative, team-based practice in the transforming health-care system.

This chapter is a case story of the evolution of the Master of Education in Health Professions Education (MEHPE), a collaborative graduate program developed by the Adult Learning and Development program at Cleveland State University and the Cleveland Clinic.

This chapter describes the complex process of transition from a clinician to a health professional educator. A series of reflections are provided developing an in-depth understanding of the authors' developmental journey.

This chapter examines the changes in supports and services from secondary to postsecondary for students with disabilities. It recommends ways organizations, practitioners, and students must coordinate and collaborate to affect the environment and increase student success in postsecondary education.

This chapter considers next steps of young adults with disabilities after initial education--for those who complete high school and those leaving high school early.