A first-person account of the development and implementation of a professionalism curriculum at New York University School of Medicine that uses online student portfolios as its principal means for evaluating professional development.
Suggests to medical students what forms of self-disclosure are acceptable during clinical encounters and when self-disclosure might be interpreted by patients as taking attention away from them.
Medical education research is emerging as a career path for academic physicians. The research is dedicated to improving the process and outcomes of physician training by applying the scientific method to questions raised in that training.
A physician explains that the sale of nonprescription cosmeceuticals from a dermatology office should be done in a manner that is educational but non-threatening to patients.
A physician and a lawyer argue against a dermatology clinic switching from a small, reliable pathology lab to a large-scale pathology lab in order to receive volume discounts and increase profit.
Stanford University Medical School established a positive partnership with a pharmaceutical company to offer an industry-sponsored resident elective course in a way that minimizes conflict of interest and has been accepted by the ACGME.
A physician argues that pharmaceutical industry support for residency programs creates a conflict of interest and compromises the educational integrity of the programs.
Analysis of three studies that say medical students and residents are more comfortable communicating and treating patients who differ from them after international electives and cultural sensitivity training.
Variations among physicians in diagnosis and X-ray interpretation, the percentages of which have remained essentially unchanged for five decades, raise serious ethical concerns.