Reflective learning during and after challenging experiences can be used to foster medical students’ moral development and professional identity formation.
AMA J Ethics. 2017;19(4):349-356. doi:
10.1001/journalofethics.2017.19.4.medu1-1704.
Michael Hawking, MD, MSc, Farr A. Curlin, MD, and John D. Yoon, MD
Applying a virtue ethics approach—and especially the virtues of courage and compassion—enables clinicians to care appropriately for “difficult” patients.
AMA J Ethics. 2017;19(4):357-363. doi:
10.1001/journalofethics.2017.19.4.medu2-1704.
Much premed education encourages acquiring competence in basic science and demonstrating (rather than developing) the characteristics of a good physician.
Johanna Shapiro, PhD, Elena Bezzubova, MD, PhD, and Ronald Koons, MD
Exposing medical students to narrative medicine by having them tell and interpret the stories of their patient encounters may help them become more empathic, more present, and more insightful physicians.
A close study of a literary memoir can help resident physicians understand the complex, inextricable relationship between a patient’s autonomy and his vulnerability.
Adaptive, simulation-based Internet training sites with intelligent agents can offer medical students a virtual clinic for learning about the process and multiple outcomes of patient decision making.