Rehabilitation environments are structured to accommodate cross-disciplinary patient care. In this story, one physician shares what she learned in a hospital playroom about rehabilitation, interprofessional collaboration, and patient-centered service delivery.
AMA J Ethics. 2016;18(9):960-964. doi:
10.1001/journalofethics.2016.18.9.mnar1-1609.
J. Corey Williams, MD, MA, Ashley Andreou, MD, MPH, and Susan M. Cheng, EdLD, MPP
Faculty who lack skill in addressing negative bias in learning environments can erode safety, especially among underrepresented students, trainees, and patients.
AMA J Ethics. 2024;26(1):E6-11. doi:
10.1001/amajethics.2024.6.
There are at least two considerations here: the patient’s perception of a physician’s empathic expression and the physician’s level of comfort with expressing empathy and attending to patients’ emotions.
AMA J Ethics. 2015;17(2):111-115. doi:
10.1001/virtualmentor.2015.17.2.ecas1-1502.
Given full information about the risks of long-term opioid therapy, patients often see the value of exploring other options rather than thinking their physicians are reluctant to prescribe narcotics for fear of litigation or regulatory action.
AMA J Ethics. 2015;17(3):202-208. doi:
10.1001/journalofethics.2015.17.3.ecas1-1503.
Dr J. Corey Williams joins Ethics Talk to discuss his article, coauthored with Drs Ashley Andreou and Susan M. Cheng: “How Should We Approach Faculty Who Create Hostile Learning Environments for Underrepresented Students and Trainees?”