scholarly article | Q13442814 |
P2093 | author name string | Jack Coulehan | |
P433 | issue | 10 | |
P407 | language of work or name | English | Q1860 |
P304 | page(s) | 892-898 | |
P577 | publication date | 2005-10-01 | |
P1433 | published in | Academic Medicine | Q15751327 |
P1476 | title | Viewpoint: today's professionalism: engaging the mind but not the heart. | |
P478 | volume | 80 |
Q50945310 | A "holistic" model of the healing relationship: what would that require of physicians? |
Q92343165 | A Cultural Shift Away from Cognitive-behavioral Empathy |
Q33634669 | A qualitative thematic content analysis of medical students' essays on professionalism |
Q49805092 | A spoonful of care ethics: The challenges of enriching medical education |
Q33985755 | Advanced medical students' experiences and views on professionalism at Kuwait University |
Q41819590 | Analysing the hidden curriculum: use of a cultural web. |
Q35120559 | Attitudes of Pakistani and Pakistani heritage medical students regarding professionalism at a medical college in Karachi, Pakistan |
Q48031629 | Attributes of a good nurse |
Q36840831 | Can compassion be taught? Let's ask our students |
Q47598634 | Causes of resident lapses in professional conduct during the training: A qualitative study on the perspectives of residents |
Q30228478 | Cognitive expertise, emotional development, and reflective capacity: clinical skills for improved pain care |
Q37274964 | Community-oriented curriculum design for medical humanities |
Q38062474 | Competing duties: medical educators, underperforming students, and social accountability |
Q55007285 | Curiosity. Are you curious enough to read on? |
Q40240353 | Defining medical professionalism: a qualitative study |
Q38164128 | Defining professionalism in medical education: a systematic review |
Q38563406 | Developing a patient focussed professional identity: an exploratory investigation of medical students' encounters with patient partnership in learning |
Q51744837 | Developing and piloting a form for student assessment of faculty professionalism |
Q42675926 | Developing professionalism through the use of wikis: A study with first-year undergraduate medical students |
Q24619294 | Development of the murdoch chiropractic graduate pledge |
Q64114188 | Does clinical training period support patient-centeredness perceptions of medical students? |
Q39684708 | Emergency medicine directors' perceptions on professionalism: a Council of Emergency Medicine Residency Directors survey |
Q43563020 | Emotional congruence in learning and health encounters in medicine: addressing an aspect of the hidden curriculum |
Q46347571 | Empathy in medicine: Neuroscience, education and challenges |
Q33908857 | Enhancing medical students' reflectivity in mentoring groups for professional development - a qualitative analysis |
Q46823752 | Entering and navigating academic medicine: academic clinician-educators' experiences |
Q37580765 | Ethical issues in anesthesia: the need for a more practical and contextual approach in teaching |
Q33791012 | Everything in its proper season: Sir Thomas Browne's Religio medici |
Q42648337 | Exploring the professional values of Australian physiotherapists |
Q47922989 | Games, civil war and mutiny: metaphors of conflict for the nurse-doctor relationship in medical television programmes |
Q46461147 | Great expectations: teaching ethics to medical students in South Africa |
Q90107167 | Humanism influencing the organization of the health care system and the ethics of medical relations in the society of Bosnia-Herzegovina |
Q52558868 | Implementing a Narrative Medicine Curriculum During the Internship Year: An Internal Medicine Residency Program Experience. |
Q50754232 | In the eye of the beholder: student perspectives on professional roles in practice. |
Q37970076 | Integrating cognitive and affective dimensions of pain experience into health professions education |
Q33246300 | Knowledge, attitudes and practice of healthcare ethics and law among doctors and nurses in Barbados |
Q48956092 | Learning professionalism during the third year of medical school in a 9-month-clinical rotation in rural Minnesota |
Q34198270 | Levels of empathy in undergraduate emergency health, nursing, and midwifery students: a longitudinal study. |
Q51047516 | Levels of empathy in undergraduate midwifery students: an Australian cross-sectional study. |
Q46298509 | Making the professionalism curriculum for undergraduate medical education more relevant |
Q48019734 | Measuring 'virtue' in medicine. |
Q35068743 | Medical residents reflect on their prejudices toward poverty: a photovoice training project |
Q41039896 | Medical school ranking and medical student vocational identity |
Q35780818 | Medical student opinions on character development in medical education: a national survey |
Q33463910 | Medicine of the thousand poems |
Q52905061 | Medicine's contract with society. |
Q36789296 | Moral Controversy, Directive Counsel, and the Doctorʼs Role: Findings From a National Survey of Obstetrician–Gynecologists |
Q37712046 | Narrative medicine as a means of training medical students toward residency competencies |
Q35092043 | Patients' assessment of professionalism and communication skills of medical graduates |
Q89594710 | Professional decision-making in medicine: Development of a new measure and preliminary evidence of validity |
Q64239363 | Professional identity formation of female doctors in Japan - gap between the married and unmarried |
Q38151222 | Professional identity in medical students: pedagogical challenges to medical education |
Q38414759 | Professionalism in Iranian Nursing: Concept Analysis. |
Q38726852 | Professionalism today |
Q36258060 | Professionalism, professionalization, expertise and compassion: a qualitative study of medical residents |
Q38246993 | Professionalism: a framework to guide medical education |
Q43511708 | Promoting self-directed learning through portfolios in undergraduate medical education: the mentors' perspective |
Q36854616 | Recognition of Core Elements of Medical Professionalism among Medical Students and Faculty Members. |
Q44318813 | Reducing stigma towards substance users through an educational intervention: harder than it looks |
Q37607649 | Religion, Spirituality, and the Hidden Curriculum: Medical Student and Faculty Reflections |
Q30204055 | Role modelling of clinical tutors: a focus group study among medical students |
Q38255334 | Routine, empathic and compassionate patient care: definitions, development, obstacles, education and beneficiaries |
Q43064743 | Stepping out further from the shadows: disclosure of harmful radiologic errors to patients |
Q30369891 | Suffering, compassion and 'doing good medical ethics'. |
Q38765136 | Teaching professionalism - Why, What and How |
Q38119505 | Teaching professionalism in medical education: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 25. |
Q38587743 | The Biopsychosocial Model: "Reports of My Death Have Been Greatly Exaggerated". |
Q45904524 | The Brewsters: A new resource for interprofessional ethics education. |
Q38057122 | The Osler Student Societies of the University of Texas medical branch: a medical professionalism translational tool |
Q36847844 | The difficulty of recruiting speakers for continuing medical education |
Q50885869 | The doctor dilemma in interprofessional education and care: how and why will physicians collaborate? |
Q35628463 | The effect of the hidden curriculum on resident burnout and cynicism |
Q36040144 | The enhancement of medical student performance through narrative reflective practice: a pilot project. |
Q30373910 | The first OSCE; does students' experience of performing in public affect their results? |
Q33296106 | The influence of personal and environmental factors on professionalism in medical education |
Q48484309 | The legacy of altruism in health care: the promotion of empathy, prosociality and humanism |
Q41171382 | The reflective writing class blog: using technology to promote reflection and professional development |
Q92350621 | Top-cited articles in medical professionalism: a bibliometric analysis versus altmetric scores |
Q37639358 | Virtue in Medical Practice: An Exploratory Study |
Q37108932 | Walking a mile in their patients' shoes: empathy and othering in medical students' education |
Q38174821 | What is the place of clinicians' religious or spiritual commitments in psychotherapy? A virtues-based perspective |
Q39063253 | What motivates surgeons to teach dissection anatomy to medical students and surgical trainees? |
Q35205941 | Why medical schools are tolerant of unethical behavior |
Search more.