Viewpoint: today's professionalism: engaging the mind but not the heart.

scientific article published in October 2005

Viewpoint: today's professionalism: engaging the mind but not the heart. is …
instance of (P31):
scholarly articleQ13442814

External links are
P356DOI10.1097/00001888-200510000-00004
P698PubMed publication ID16186604
P5875ResearchGate publication ID7577075

P2093author name stringJack Coulehan
P433issue10
P407language of work or nameEnglishQ1860
P304page(s)892-898
P577publication date2005-10-01
P1433published inAcademic MedicineQ15751327
P1476titleViewpoint: today's professionalism: engaging the mind but not the heart.
P478volume80

Reverse relations

cites work (P2860)
Q50945310A "holistic" model of the healing relationship: what would that require of physicians?
Q92343165A Cultural Shift Away from Cognitive-behavioral Empathy
Q33634669A qualitative thematic content analysis of medical students' essays on professionalism
Q49805092A spoonful of care ethics: The challenges of enriching medical education
Q33985755Advanced medical students' experiences and views on professionalism at Kuwait University
Q41819590Analysing the hidden curriculum: use of a cultural web.
Q35120559Attitudes of Pakistani and Pakistani heritage medical students regarding professionalism at a medical college in Karachi, Pakistan
Q48031629Attributes of a good nurse
Q36840831Can compassion be taught? Let's ask our students
Q47598634Causes of resident lapses in professional conduct during the training: A qualitative study on the perspectives of residents
Q30228478Cognitive expertise, emotional development, and reflective capacity: clinical skills for improved pain care
Q37274964Community-oriented curriculum design for medical humanities
Q38062474Competing duties: medical educators, underperforming students, and social accountability
Q55007285Curiosity. Are you curious enough to read on?
Q40240353Defining medical professionalism: a qualitative study
Q38164128Defining professionalism in medical education: a systematic review
Q38563406Developing a patient focussed professional identity: an exploratory investigation of medical students' encounters with patient partnership in learning
Q51744837Developing and piloting a form for student assessment of faculty professionalism
Q42675926Developing professionalism through the use of wikis: A study with first-year undergraduate medical students
Q24619294Development of the murdoch chiropractic graduate pledge
Q64114188Does clinical training period support patient-centeredness perceptions of medical students?
Q39684708Emergency medicine directors' perceptions on professionalism: a Council of Emergency Medicine Residency Directors survey
Q43563020Emotional congruence in learning and health encounters in medicine: addressing an aspect of the hidden curriculum
Q46347571Empathy in medicine: Neuroscience, education and challenges
Q33908857Enhancing medical students' reflectivity in mentoring groups for professional development - a qualitative analysis
Q46823752Entering and navigating academic medicine: academic clinician-educators' experiences
Q37580765Ethical issues in anesthesia: the need for a more practical and contextual approach in teaching
Q33791012Everything in its proper season: Sir Thomas Browne's Religio medici
Q42648337Exploring the professional values of Australian physiotherapists
Q47922989Games, civil war and mutiny: metaphors of conflict for the nurse-doctor relationship in medical television programmes
Q46461147Great expectations: teaching ethics to medical students in South Africa
Q90107167Humanism influencing the organization of the health care system and the ethics of medical relations in the society of Bosnia-Herzegovina
Q52558868Implementing a Narrative Medicine Curriculum During the Internship Year: An Internal Medicine Residency Program Experience.
Q50754232In the eye of the beholder: student perspectives on professional roles in practice.
Q37970076Integrating cognitive and affective dimensions of pain experience into health professions education
Q33246300Knowledge, attitudes and practice of healthcare ethics and law among doctors and nurses in Barbados
Q48956092Learning professionalism during the third year of medical school in a 9-month-clinical rotation in rural Minnesota
Q34198270Levels of empathy in undergraduate emergency health, nursing, and midwifery students: a longitudinal study.
Q51047516Levels of empathy in undergraduate midwifery students: an Australian cross-sectional study.
Q46298509Making the professionalism curriculum for undergraduate medical education more relevant
Q48019734Measuring 'virtue' in medicine.
Q35068743Medical residents reflect on their prejudices toward poverty: a photovoice training project
Q41039896Medical school ranking and medical student vocational identity
Q35780818Medical student opinions on character development in medical education: a national survey
Q33463910Medicine of the thousand poems
Q52905061Medicine's contract with society.
Q36789296Moral Controversy, Directive Counsel, and the Doctorʼs Role: Findings From a National Survey of Obstetrician–Gynecologists
Q37712046Narrative medicine as a means of training medical students toward residency competencies
Q35092043Patients' assessment of professionalism and communication skills of medical graduates
Q89594710Professional decision-making in medicine: Development of a new measure and preliminary evidence of validity
Q64239363Professional identity formation of female doctors in Japan - gap between the married and unmarried
Q38151222Professional identity in medical students: pedagogical challenges to medical education
Q38414759Professionalism in Iranian Nursing: Concept Analysis.
Q38726852Professionalism today
Q36258060Professionalism, professionalization, expertise and compassion: a qualitative study of medical residents
Q38246993Professionalism: a framework to guide medical education
Q43511708Promoting self-directed learning through portfolios in undergraduate medical education: the mentors' perspective
Q36854616Recognition of Core Elements of Medical Professionalism among Medical Students and Faculty Members.
Q44318813Reducing stigma towards substance users through an educational intervention: harder than it looks
Q37607649Religion, Spirituality, and the Hidden Curriculum: Medical Student and Faculty Reflections
Q30204055Role modelling of clinical tutors: a focus group study among medical students
Q38255334Routine, empathic and compassionate patient care: definitions, development, obstacles, education and beneficiaries
Q43064743Stepping out further from the shadows: disclosure of harmful radiologic errors to patients
Q30369891Suffering, compassion and 'doing good medical ethics'.
Q38765136Teaching professionalism - Why, What and How
Q38119505Teaching professionalism in medical education: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25.
Q38587743The Biopsychosocial Model: "Reports of My Death Have Been Greatly Exaggerated".
Q45904524The Brewsters: A new resource for interprofessional ethics education.
Q38057122The Osler Student Societies of the University of Texas medical branch: a medical professionalism translational tool
Q36847844The difficulty of recruiting speakers for continuing medical education
Q50885869The doctor dilemma in interprofessional education and care: how and why will physicians collaborate?
Q35628463The effect of the hidden curriculum on resident burnout and cynicism
Q36040144The enhancement of medical student performance through narrative reflective practice: a pilot project.
Q30373910The first OSCE; does students' experience of performing in public affect their results?
Q33296106The influence of personal and environmental factors on professionalism in medical education
Q48484309The legacy of altruism in health care: the promotion of empathy, prosociality and humanism
Q41171382The reflective writing class blog: using technology to promote reflection and professional development
Q92350621Top-cited articles in medical professionalism: a bibliometric analysis versus altmetric scores
Q37639358Virtue in Medical Practice: An Exploratory Study
Q37108932Walking a mile in their patients' shoes: empathy and othering in medical students' education
Q38174821What is the place of clinicians' religious or spiritual commitments in psychotherapy? A virtues-based perspective
Q39063253What motivates surgeons to teach dissection anatomy to medical students and surgical trainees?
Q35205941Why medical schools are tolerant of unethical behavior

Search more.