
TRAINING OF HEALTH CARE PROVIDERS
Training- Breaking Bad News
Communication Training
Cultural Competency Training
General Training/Education
Empathy/Compassion Training
Ethics Training
Multidisciplinary Team Training
Training- Medical Errors/Patient Safety
Training- Palliative/End-of-Life Care
Training in Patient Centered Care
Reflective Learning: Awareness, Personal Growth, Narratives
Spiritual Care Training
Back A, Arnold R, Baile W, et al. Efficacy of communication skills training for giving bad news and discussing transitions to palliative care. Arch Intern Med. 2007;167(5):453-60.
Bowyer M, Rawn L, Hanson J, et al. Combining high-fidelity human patient simulators with a standardized family member: a novel approach to teaching breaking bad news. Stud Health Technol Inform. 2006;119:67-72.
Coletti L, Gruppin L, Barclay M, Stern D. Teaching students to break bad news. Am J Surg. 2001;182(1):20-3.
Dosanjh S, Barnes J, Bhandari M. Barriers to breaking bad news among medical and surgical residents. Med Educ. 2001;35(3):197-205.
Ladouceur R, Goulet F, Gagnon R, et al. Breaking bad news: impact of a continuing medical education workshop. J Palliat Care. 2003;19(4):238-45.
Orlander J, Fincke B, Hermanns D, Johnson G. Medical residents’ first clearly remembered experiences of giving bad news. J Gen Intern Med. 2002;17(11):825-31.
Romm J. Breaking bad news in obstetrics and gynecology: educational conference for resident physicians. Arch Womens Ment Health. 2002;5(4):177-9.
Ungar L, Alperin M, Amiel G, et al. Breaking bad news: structured training for family medicine residents. Patient Educ Couns. 2002;48(1):63-8.
Wakefield A, Cooke S, Boggis C. Learning together: use of simulated patients with nursing and medical students for breaking bad news. In J Palliat Nurs. 2003;9(1):32-8.
Back to Top
Aled J. Putting practice into teaching: an exploratory study of nursing undergraduates’ interpersonal skills and the effects of using empirical data as a teaching and learning resource. J Clin Nurs. 2007 Dec;16(12):2297-307.
Avan B, Raza S, Afridi H. Residents’ perceptions of communication skills in postgraduate medical training programs of Pakistan. J Postgrad Med. 2005;51(2):85-90.
Back A, Arnold R, Tulsky J, et al. Teaching communication skills to medical oncology fellows. J Clin Oncol. 2003;21(12):2433-6.
Baile W, Kudelka A, Beale E, et al. Communication skills training in oncology. Description and preliminary outcomes of workshops on breaking bad new and managing patient reactions to illness. Cancer. 1999;86(5):887-97.
Baile W, Lenzi R, Kudelka A, et al. Improving physician-patient communication in cancer care: outcome of a workshop for oncologists. J Cancer Educ. 1997;12:166-73.
Benbassat J, Baumal R. A proposal for overcoming problems in teaching interviewing skills to medical students. Adv Health Sci Educ Theory Pract. 2008 Jan [Epub ahead of print].
Brown J. How clinical communication has become a core part of medical education in the UK. Med Educ. 2008 Mar;42(3):271-8.
Brown R, Bylund C. Communication skills training: describing a new conceptual model. Acad Med. 2008 Jan. 83(1):37-44.
Butler L, Degner L, Baile W, et al. Developing communication competency in the context of cancer: a critical interpretive analysis of provider training programs. Psychooncology. 2005;14(10):861-74. Review.
Butow P, Cockburn J, Girgis A, et. al. Increasing oncologists’ skills in eliciting and responding to emotional cures: evaluation of a communication skills training program. Psychooncology. 2008 Mar;17(3):209-18.
Bylund C, Brown R, di Ciccone, et. al. Training faculty to facilitate communication skills training: development and evaluation of a workshop. Patient Educ Couns. 2008 Mar;70(3):430-6.
Campbell T, Cole-Kelly K, Goldstein M, et al. Essential elements of communication in medical encounters: the Kalamazoo consensus statement. Bayer-Fetzer Conference on physician-patient communication in medical education. Acad Med. 2001;76:390-393.
Chou C, Lee K. Improving residents' interviewing skills by group videotape review. Acad Med. 2002;77(7):744.
Fallowfield L, Jenkins V. Current concepts of communication skills training in oncology. Recent Results Cancer Res. 2006;168:105-12. Review.
Fallowfield L, Jenkins V, Farewell V, Solis-Trapala I. Enduring impact of communication skills training: results of a 12 month follow-up. Br J Cancer. 2003;89(8):1445-9.
Fallowfield L, Jenkins V, Farewell V, et al. Efficacy of a cancer research UK communication skills training model for oncologists: a randomized controlled trial. Lancet. 2002;359:650-6.
Fallowfield L, Saul J, Gilligan B. Teaching senior nurses how to teach communication skills in oncology. Cancer Nurs. 2001;24(3):185-91.
Fallowfield L. How to improve the communication skills of oncologists. Ann Oncol. 2000;11 (Suppl 3):63-6.
Fellowes D, Wilkinson S, Moore P. Communication skills training for health care professionals working with cancer patients, their families and/or carers. Cochrane Database Sys Rev. 2004;(2):CD003751.
Fortin A, Haeseler F, Angoff N, et al. Teaching pre-clinical medical students an integrated approach to medical interviewing: half-day workshops using actors. J Gen Intern Med. 2002;17(9):704-8.
Fortin A, Luzzi K, Galaty L. Developing an internet-based communication system for residency training programs. J Gen Intern Med. 2002;17(4):278-82.
Griffin S, Kinmonth A, Veltman M, et al. Effect on health-related outcomes of interventions to alter the interaction between patients and practitioners: a systematic review of trials. Ann Fam Med. 2004;2(6):595-608. Review.
Jenkins V, Fallowfield L. Can communication skills training alter physicians’ beliefs and behavior in clinics? J Clin Oncol. 2002;20(3):765-9.
Kemper K, Foy J, Wissow L, Shore S. Enhancing communication skills for pediatric visits through on-line training using video demonstrations. BMC Med Educ. 2008 Feb;8:8.
Kennedy Sheldon J. Communication in oncology care: the effectiveness of skills training workshops from the community. Clin J Oncol Nurs. 2005;9(3):305-12. Review.
Lienard A, Merckaert I, Libert Y, et al. Factors that influence cancer patients’ and relatives’ anxiety following a three-person medical consultation: impact of a communication skills training program for physicians. Psychooncology. 2007 Sep 19. [Epub ahead of print]
Lim E, Oh V, Seet R. Overcoming preconceptions and perceived barriers to medical communication using a ‘dual role-play’ training course. Intern Med J. 2008 Feb [Epub ahead of print].
Makoul G. The interplay between education and research about patient-provider communication. Patient Educ Couns. 2003;50(1):79-84. Review.
Makoul G. Communication skills education in medical school and beyond. JAMA. 2003;289(1):93.
Merckaert I, Libert Y, Delvaux N, et al. Factors that influence physicians’ detection of distress in patients with cancer: can a communication skills training program improve physicians’ detection? Psychooncology. 2008 Mar;17(3):260-9.
Parle M, Maguire P, Heaven C. The development of a training model to improve health professionals’ skills, self-efficacy and outcomes expectancies when communicating with cancer patients. Soc Sci Med. 1997;44:231-40.
Ramsay J, Keith G, Ker J. Use of simulated patients for a communication skills exercise. Nurs Stand. 2008 Jan;22(19):39-44.
Rao J, Anderson L, Inui T, et al. Communication interventions make a difference in conversations between physicians and patients: a systematic review of the evidence. Med Care. 2007;45(4):340-9. Review.
Raz A, Fadlon J. “We came to talk to the people behind the disease:” communication and control in medical education. Cult Med Psychiatry. 2006;30(1):55-75.
Rider E, Keefer C. Communication skills competencies: definitions and a teaching toolbox. Med Educ. 2006;40(7):624-9.
Rider E, Hinrichs M, Lown B. A model for communication skills assessment across the undergraduate curriculum. Med Teach. 2006;28(5):e127-34.
Rider E, Lown B, Hinrichs M. Teaching communication skills. Medical Education. 2004;38(5):558-9.
Rodriguez H, Anastario M, Frankel R, et.al. Can teaching agenda-setting skills to physicians improve clinical interaction quality? A controlled intervention. BMC Med Educ. 2008 Jan 14;8:3.
Roter DL, Fallowfield L. Psychosocial and communication skills training. In Holland J, Breitbart W, Jacobsen P, et al (eds). Textbook of psycho-oncology. New York: Oxford University Press; 1998.
Roter D, Hall J, Kern D, et al. Improving physicians’ interviewing skills and reducing patients’ emotional distress. A randomized clinical trial. Arch Intern Med. 1995;155:1877-1884.
Stein T, Kwan J. Thriving in a busy practice: physician-patient communication training. Effective Clinical Practice. 1999;2(2):63-70.
Stewart M, Brown J, Hammerton J, et al. Improving communication between doctors and breast cancer patients. Ann Fam Med. 2007;5:387-94.
Wahlqvist M, Mattsoson B, Dahlgren G, et al. Instrumental strategy: a stage in students’ consultation skills training? Observations and reflections on students’ communication in general practice consultations. Scan J Prim Health Care. 2005;23(3):164-70.
Watling C, Brown J. Education research: communication skills for neurology residents: structured teaching and reflective practice. Neurology. 2007;69(22):E20-6.
Wissow L, Gadomski A, Roter D, et. al. Improving child and parent mental health in primary care: a cluster-randomized trial of communication skills training. Pediatrics. 2008 Feb;121(2):266-75.
Wittenberg-Lyles E, Goldsmith J, Sanchez-Reilly S, Ragan S. Communicating a terminal prognosis in a palliative care setting: deficiencies in current communication training protocols. Soc Sci Med. 2008 Mar; [Epub ahead of print]
Yedidia M, Gillespie C, Kachur E, et al. Effect of communications training on medical student performance. JAMA. 2003;290(9):1157-65.
Yudkowsky R, Downing S, Omert D. Prior experiences associated with residents’ scores on a communication and interpersonal skill OSCE. Patient Educ Couns. 2006;62(3):368-73.
Zick A, Granieri M, Makoul G. First year medical students’ assessment of their own communication skills: a video-based, open-ended approach. Patient Educ Couns. 2007;68(2):161-6.
Back to Top
Assemi M, Cullander C, Judmon K. Implementation and evaluation of cultural competency training for pharmacy students. Ann Pharmacother. 2004;38(5):781-6.
Betancourt J. Cross-cultural medical education: conceptual approaches and frameworks for evaluation. Acad Med. 2003;78(6):560-9.
Carter M, Lewis E, Sbrocco T, et al. Cultural competency training for third-year clerkship students: effects of an interactive workshop on student attitudes. J Natl Med Assoc. 2006;98(11):1772-8.
DasGupta S, Meyer D, Calero-Breckheimer A, et al. Teaching cultural competency through narrative medicine: intersections of classroom and community. Teach Learn Med. 2006;18(1):14-7.
Eiser A, Ellis G. Viewpoint: Cultural competence and the African American experience with health care: the case for specific content in cross-cultural education. Acad Med. 2007;82(2):176-83. Review.
Green A, Miller E, Krupat E, et al. Designing and implementing a cultural competence OSCE: lessons learned from interviews with medical students. Ethn Dis. 2007;17(2):344-50.
Green A, Betancourt J, Carrillo J. Integrating social factors into cross-cultural medical education. Acad Med. 2002;7793):193-7.
Greer J, Park E, Green A, et al. Primary care resident perceived preparedness to deliver cross-cultural care: an examination of training and specialty differences. J Gen Intern Med. 2007;22(8):1107-13.
Hobgood C, Sawning S, Bowen J, et al. Teaching culturally appropriate care: a review of educational models and methods. Acad Emerg Med. 2006;13(12):1288-95. Review.
Kai J, Spencer J, Wilkes M, Gill P. Learning to value ethnic diversity – what, why and how? Med Educ. 1999;33(8):616-23.
Koehn P, Swick H. Medical education for a changing world: moving beyond cultural competence into transnational competence. Acad Med. 2006;81(6):548-56.
Kripalani S, Bussey-Jones J, Katz M, et al. A prescription for cultural competence in medical education. J Gen Intern Med. 2006;21(10):1116-20.
Majumdar B, Browne G, Roberts J, et al. Effects of cultural sensitivity training on health care provider attitudes and patient outcomes. J Nurs Scholarsh. 2004;36(2):161-6.
Park E, Betancourt J, Kim M, et al. Mixed messages: residents’ experiences learning cross-cultural care. Acad Med. 2005;80(9):874-80.
Robins L, White C, Alexander G, et al. Assessing medical students’ awareness of and sensitivity to diverse health beliefs using a standardized patient station. Acad Med. 2001;76(1):76-80.
Rutledge C, Garzon L, Scott M, et al. Using standardized patients to teach and evaluate nurse practitioner students on cultural competency. Int J Nurs Educ Scholarsh. 2004;1:Article 17.
Smith W, Betancourt J, Wynia, et al. Recommendations for teaching about racial and ethnic disparities in health and health care. Ann Intern Med. 2007;147(9):654-65.
Thom D, Tirado M, Woon T, McBride M. Development and evaluation of a cultural competency training curriculum. BMC Med Educ. 2006;6:38.
Wachtler C, Troein M. A hidden curriculum: mapping cultural competency in a medical programme. Med Educ. 2003;37(1):861-8.
Weissman J, Betancourt J, Campbell E, et al. Resident physicians’ preparedness to provide cross-cultural care. JAMA. 2005;294(9):1058-67.
Wilkinson J. Use of a writing elective to teach cultural competency and professionalism. Fam Med. 2006;38(10):702-4.
Zweifler J, Gonzalez A. Teaching residents to care for culturally diverse populations. Acad Med. 1998;73(10):1056-61.
Back to Top
Brody D, Ryan K, Kuzma M. Promoting the development of doctoring competencies in clinical settings. J Gen Int Med. 2003;18(1):106.
Cooper R, Tauber A. Values and ethics: a collection of curricular reforms for a new generation of physicians. Acad Med. 2007;82(4):321-3.
Cuff P, Vanselow N (eds.), Committee on Behavioral and Social Sciences in Medical School Curricula, Institute of Medicine. Improving medical education: enhancing the behavioral and social sciences content in medical school curricula. National Academies Press; 2004.
Haidet P, Dains J, Paterniti D, et al. Medical student attitudes toward the doctor-patient relationship. Med Educ. 2002;36(6):568-74.
Harper W, Cook S, Makoul G. Teaching medical students about health literacy: 2 Chicago initiatives. Am J Health Behav. 2007;31 Suppl 1:S111-4.
Lown B, Chou C, Clark W, et al. Caring attitudes in medical education: perceptions of deans and curriculum leaders. J Gen Intern Med. 2007;22(11):1514-22.
Olson J, Kent K, Lein C, Smith R. Role of resident attitudes in learning and using skills in patient-centered interviewing. Seminars in Medical Pract. 2002;5:3-12.
Poires S, Jain S, Harper G. The soul of a doctor: Harvard medical students face life and death. North Carolina: Algonquin Books of Chapel Hill; 2006.
Seren S, Ustun B. Conflict resolution skills of nursing students in problem-base compared to conventional curricula. Nurs Educ Today. 2008 May;28(4):393-400.
Sierpina V, Bulik R, Baldwin C, et al. Creating sustainable curricular change: lessons learned from an alternative therapies education initiative. Acad Med. 2007;82(4):341-50. Review.
Thomas M, Drybye L, Huntington J, et al. How do distress and well-being relate to medical student empathy? A multicenter study. J Gen Intern Med. 2007;22(2):177-83.
Varjavand N, Cohen D, Novack D. An assessment of residents' abilities to detect and manage domestic violence. J Gen Intern Med. 2002;17(6):465-8.
Waldstein S, Neumann S, Drossman D, Novack D. Teaching psychosomatic (biopsychosocial) medicine in United States medical schools: survey findings. Psychosom Med. 2001;63(3):335-43.
Wilk A, Jensen N. Investigation of a brief teaching encounter using standardized patients: teaching residents alcohol screening and intervention. J Gen Intern Med. 2002;17(5):356-60.
Woloschuk W, Harasym P, Temple W. Attitude change during medical school: a cohort study. Med Educ. 2004;38(5):522-34.
Back to Top
Alexander D, Skinner B. A pilot study using the group environment scale to evaluate first-year resident support groups. Fam Med. 2002;34(10):732-7.
Balint M. The doctor, his patient and the illness. New York: International Universities Press; 1957.
Blaylock B. Patients and families as teachers: inspiring an empathic connection. Fam Syst Health: APA J. 2000;2(18):161-176.
Branch W, Kern D, Haidet P, et al. The patient-physician relationship. Teaching the human dimensions of care in clinical settings. JAMA. 2001;286(9):1067-74.
Kalet A, Gany F, Senter L, et al. Impact of a medical school elective in cultivating compassion through touch therapies. Comp Health Prac Rev. 2006;11(1):47-56.
Haidet P, Dains J, Paterniti D, et al. Medical students' attitudes toward patient-centered care and standardized patients' perceptions of humanism: a link between attitudes and outcomes.
Acad Med. 2001;76(10 Suppl):S42-4.
Hatem D, Ferrara E. Becoming a doctor: fostering humane caregivers through creative writing.
Patient Educ Couns. 2001;45(1):13-22.
Hojat M, Mangione S, Nasca T, et al. An empirical study of decline in empathy in medical school. Med Educ. 2004;38(5):522-34.
Hojat M, Mangione S, Nasca T, et al. Empathy scores in medical school and ratings of empathic behavior in residency training 3 years later. J Soc Psychol. 2005;145(6):663-72.
Kleinman S. Revitalizing the humanistic imperative in nursing education. Nurs Educ Perspect. 2007;28(4):209-13.
Lipp M. Respectful treatment: the human side of medical care. Hagerstown: Harper and Row; 1977.
Norfolk R, Birdi K, Walsh D. The role of empathy in establishing rapport in the consultation: a new model. Med Educ. 2007;41(7):690-7.
Markakis K, Beckman H, Suchman A, Frankel R. The path to professionalism: cultivating humanistic values and attitudes in residency training. Acad Med. 2000 Feb;75(2):141-50.
More E, Milliagn M, eds. The empathic practitioner. empathy, gender, and medicine. New Brunswick: Rutgers University Press;1994.
O’Connor M. The dimensions of leadership: a foundation for caring competency. Nurs Adm Q. 2008 Jan-Mar;32(1):21-6. Review.
Ousey K, Johnson M. Being a real nurse – concepts of caring and culture in the clinical areas. Nurs Educ Pract. 2007;7(3):150-5.
Pfifferling J, Gilley K. Overcoming compassion fatigue. Family Practice Management [serial on the internet]. 2000 Apr;7(4):[about 7p.]. Available from: http://www.aafp.org/fpm/20000400/39over.html
Rutherford P, Lee B, Greiner A. Transforming Care at the Bedside. IHI Innovation Series white paper. Boston: Institute for Healthcare Improvement; 2004. [Available on www.IHI.org]
Spiro H. What is empathy and can it be taught? Ann Inter Med. 1992;116(10)843-6.
Teherani A, Hauer K, O’Sullivan P. Can simulations measure empathy? Considerations on how to assess behavioral empathy via simulations. Patient Educ Couns. 2008 May;71(2):148-52.
Wear D, Varley J. Rituals of verification: the role of simulation in developing and evaluating empathic communication. Patient Educ Couns. 2008 May;71(2):153-6.
Back to Top
Branch W. The ethics of caring and medical education. Acad Med: J Assoc Am Med Coll. 2000;75(2):127-132.
Fleetwood J, Novack D, Templeton B. Bringing medical ethics to life: an educational programme using standardised patients. Med Educ. 2002;36(11):1100-1.
Fleetwood J, Vaught W, Feldman D, et al. MedEthEx Online: a computer-based learning program in medical ethics and communication skills. Teach Learn Med. 2000 Spring;12(2):96-104.
Rogers S, Babgi A, Gomez C. Educational interventions in end-of-life care: part I: an educational intervention responding to the moral distress of NICU nurses provided by an ethics consultation team. Adv Neonatal Care. 2008 Feb;8(1):56-65.
Back to Top
Haidet P, O’Malley K, Richards B. An initial experience with "team learning" in medical education. Acad Med. 2002;77(1):40-4.
Hanley K, Kachur E, Kalet A. A cross-training program for internal medicine and gynecology.
Acad Med. 2001;76(5):577-8.
Nestel D, Taylor S, Spender Q. Evaluation of an inter-professional workshop to develop a psychosocial assessment and child centred communication training programme for paediatricians in training. BMC Med Educ. 2004;4:25. Review.
Whitehead C. The doctor dilemma in interproffessional education and care: how and why will physicians collaborate? Med Educ. 2007;41(10):1010-6.
Back to Top
Halbach J, Sullivan L. Teaching medical students about medical errors and patient safety: evaluation of a required curriculum. Acad Med. 2005;80(6):600-6.
Milligan F. Establishing a culture for patient safety – the role of education. Nurs Educ Today. 2007;27(2):95-102. Review.
Wayman K, Yaeger K, Sharek P, et al. Simulation-based medical error disclosure training for pediatric healthcare professionals. J Healthc Qual. 2007;29(4):12-19.
Back to Top
Adriaansen M, van Achterberg T. The content and effects of palliative care courses for nurses: a literature review. Int J Nurs Stud. 2008 Mar;45(3)471-85.
Armstrong J, Lederberg M, Holland J. Fellows’ forum: a workshop on the stresses of being an oncologist. J Cancer Educ. 2004;19(2):88-90.
Ellison N, Radecke M. An undergraduate course on palliative medicine and end-of-life issues. J Palliat Med. 2005;8(2):354-62.
Gilewski T. The art of medicine: teaching oncology fellows about the end of life. Crit Rev Oncol Hematol. 2001;40(2):105-13. Review.
Grant M, Hanson J, Mullan P, et.al. Disseminating end-of-life education to cancer centers: overview of program and of evaluation. J Cancer Educ. 2007;22(3):140-8.
Karnad A. Humanistic qualities in end-of-life care: lessons from the diving bell and the butterfly: a memoir of life in death – required reading in an end-of-life care curriculum for internal medicine residents. J Palliat Med. 1999;2(4):411-6.
Morita T, Murata H, Hirai K, et al. Meaninglessness in terminally ill cancer patients: a validation study and nurse education intervention trial. J Pain Symptom Manage. 2007;34(2):160-70.
Sanchez-Reilly S, Wittenberg-Lyles E, Viligran M. Using a pilot curriculum in geriatric palliative care to improve communications skills among medical students. Am J Hosp Palliat Care. 2007;24(2):131-6.
Staples J, Wilson A, Pierce B, Gordon J. Effectiveness of CancerGuides - a study of an integrative cancer care training program for health professionals. Integr Cancer Ther. 2007;6(1):14-24.
Torke A, Quest T, Kinlaw K, Eley J, Branch W. A workshop to teach medical students communication skills and clinical knowledge about end-of-life care. J Gen Intern Med. 2004;19(Pt 2): 540-4.
Ury W, Arnold R, Tulsky J. Palliative care curriculum development: a model for a content and process-based approach. J Palliat Med. 2002;5(4):539-48.
von Gunten C, Ferris F, Emanuel L. The patient-physician relationship. Ensuring competency in end-of-life care: communication and relational skills. JAMA. 2000;284(23):3051-7.
Back to Top
Berman E, Heru A, Grunebaum H, et. al. Family-oriented patient care through the residency training cycle. Acad Psychiatry. 2008 Mar-Apr;32(2):111-8.
Christianson C, McBride R, Vari R, et al. From traditional to patient-centered learning: curriculum change as an intervention for changing institutional culture and promoting professionalism in undergraduate medical education. Acad Med. 2007;82(11):1079-88.
Haidet P, Kelly P, Bentley S, et al. Not the same everywhere. Patient-centered learning environments at nine medical schools. J Gen Intern Med. 2006;21(5):405-9.
Institute for Family-Centered Care. Advancing the practice of patient- and family-centered Care: how to get started. 2007. Available from: http://www.familycenteredcare.org/tools/downloads.html
Johnson A, Yoder J, Richardson-Nassif K. Using families as faculty in teaching medical students family-centered care: what are students learning? Teach Learn Med. 2006;18(3):22-5.
Kosunen E. Teaching a patient-centred approach and communication skills needs to be extended to clinical and postgraduate training: a challenge to general practice. Scand J Prim Health Care. 2008 Mar;26(1):1-2.
Lown B, Sasson J, Henrichs P. Patients as partners in radiology education: an innovative approach to teaching and assessing patient-centered communication. Acad Radiol. 2008 Apr;15(4):425-32.
Marion G, Crandall S, Celestino F, et al. Cultivating patient-centered communication skills training across the medical education continuum: a model for practice. N C Med J. 2007;68(5):356-8. Review.
Noble LM, Kubacki A, Martin J, et al. The effect of professional skills training on patient-centeredness and confidence in communicating with patients. Med Educ. 2007;41(5):432-40.
Noble L, Kubacki A, Martin J, Lloyd M. The effect of professional skills training on patient-centredness and confidence in communicating with patients. Med Educ. 2007 May;41(5):432-40.
Smith R, Marshall A, Osborn G, et al. Behaviorally-defined, research-based guidelines for teaching patient-centered interviewing. Patient Educ and Couns. 2000;39:27-36.
Tsimtsiou Z, Kerasidou O, Efstathiou N, et al. Medical students’ attitudes toward patient-centred care: a longitudinal survey. Med Educ. 2007;41(2):146-53.
Whitcomb M. Preparing the personal physician for practice (P4): meeting the needs of patients: redesign of residency training in family medicine. J Am Board Fam Med. 2007;20(4):356-64.
Back to Top
Bleakley A, Bligh J. Students learning from patients: let’s get real in medical education. Adv Health Sci Educ Theory Pract. 2008 Mar;13(1):89-107.
Brady D, Corbie-Smith G, Branch W. What's important to you? The use of narratives to promote self-reflection and to understand the experiences of medical residents.
Ann Intern Med. 2002;137(3):220-3.
Branch W, Paranjape A. Feedback and reflection: teaching methods for clinical settings.
Acad Med. 2002;77(12 Pt 1):1185-8. Review.
Branch W. Small-group teaching emphasizing reflection can positively influence medical students' values. Acad Med. 2001;76(12):1171-2; author reply 1172-3.
DasGupta S, Charon R. Personal illness narratives: using reflective writing to teach empathy. Acad Med. 2004;79(4):351-6.
DeBenedetto M, deCastro A, deCarvalho E, et al. From suffering to transcendence: narratives in palliative care. Can Fam Physician. 2007;53(8):1277-9.
Dobie S. Viewpoint: reflections on a well-traveled path: self-awareness, mindful practice and relationship-centered care as foundations for medical education. Acad Med. 2007;82(4):422-7. Review.
Fryer-Edwards K, Arnold R, Baile W, et al. Reflective teaching practices: an approach to teaching communication skills in a small group setting. Acad Med. 2006;81(7):638-44.
Kern D, Wright S, Carrese J, et al. Personal growth in medical faculty: a qualitative study. West J Med. 2001;175(2):92-8.
Kirkpatrick J, Nash K, Duffy T. Well rounded. Arch Intern Med. 2005:165:613-6.
Lichstein P, Young G. My most meaningful patient. Reflective learning on a general medicine service. J Gen Intern Med. 1996;11(7):406-9.
Mechanic D. Physician discontent: challenges and opportunities. JAMA. 2003;290:941-946.
Novack D, Suchman A, Clark W, et al. Calibrating the physician: personal awareness and effective patient care. JAMA. 1997;278(6):502-509.
Pololi L, Frankel R. Small-group teaching emphasizing reflection can positively influence medical students' values. Acad Med. 2001;76(12):1173.
Pullman D, Bethune C, Duke P. Narrative means to humanistic ends. Teach Learn Med. 2005;17(3):279-84. Review.
Ruckdeschel K, Van Haitsma K. A workshop for nursing home staff: recognizing and responding to their own and residents’ emotions. Gerontol Geriatr Educ. 2004;24(3):39-51.
Sekeres M, Chernoff M, Lynch T, et al. The impact of a physician awareness group and the first year of training on hematology-oncology fellows. J Clin Onc. 2003;21(19):3676-82.
Shattell M. Engaging students and faculty with diverse first-person experiences: use of an interpretive research group. J Nurs Educ. 2007 Dec;46(12):572-5. Review.
Svenberg K, Wahlqvist M, Mattsson B. “A memorable consultation”: writing reflective accounts articulates students’ learning in general practice. Scand J Prim Health Care. 2007;25(2):75-9.
von Klitzing W. Evaluation of reflective learning in a psychodynamic group of nurses caring for terminally ill patients. J Adv Nurs. 1999;30(5):1213-1221.
Yamada S, Maskarinee G, Greene G, Bauman K. Family narratives, culture, and patient-centered medicine. Fam Med. 2003;35(4):279-83.
Back to Top
Anandarajah G, Mitchell M. A spirituality and medicine elective for senior medical students: 4 years’ experience, evaluation, and expansion to the family medicine residency. Fam Med. 2007;39(5):313-5.
Campbell J, Blank K, Britton M. Experiences with an elective in spirituality. Am J Pharm Educ. 2008 Feb;72(1):16.
Mitchell D, Bennett M, Manfrin-Ledet L. Spiritual development of nursing students: developing competence to provide spiritual care to patients at the end of life. J Nurs Educ. 2006;45(9):365-70. Review.
Puchalski C. Spirituality and medicine: curricula in medical education. J Cancer Educ. 2006;21(1):14-8. Review.
Sprague S. What part of spirituality don’t you understand? Am J Bioeth. 2007;7(7):28-9.
Stern J, James S. Every person matters: enabling spirituality education for nurses. J Clin Nurs. 2006;15(7):897-904. Review.
Back to Top
|