Contemporary medical education faces a profound crisis of engagement, characterized by widespread student disengagement, physician burnout, and a healthcare system that reduces patients to diagnostic categories rather than complex human beings requiring holistic care. This discursive article synthesizes emerging neuroscientific research on emotional engagement in learning, particularly the work of Mary Helen Immordino-Yang, with holistic medical education frameworks to propose a neurobiologically-informed transformation of healthcare pedagogy. Drawing from affective neuroscience, educational psychology, and integrative medicine scholarship, we argue that authentic medical education must transcend the traditional biomedical model's mechanistic approach and embrace the neurobiological reality that meaningful learning occurs through emotional engagement, cultural meaning-making, and transcendent thinking. This article examines how engagement neuroscience validates critiques of the Cartesian split in medicine, supports patient-centered pedagogical approaches, and provides empirical foundations for integrative healing paradigms. We conclude by proposing concrete curricular reforms that align medical education with the brain's natural learning processes while fostering the development of physicians capable of providing truly holistic care.