In this issue

Abstract

I think therefore I am, is the dominant dictum of scientific thinking. When we think about learning, we prioritize cognitive activities. Yet, increasingly clinical educators are paying attention to the brain-body interface. In this article, the authors present learning as embodied. They draw attention to the physical experiences that shape learning, the sensory nature of this learning and the embodied changes that result from it. They propose the interrelatedness of mind, body and environment offers new avenues for clinical education and practice.