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  1. Is premedical education dehumanizing? A literature review.Robert H. Coombs & Morris J. Paulson - 1990 - Journal of Medical Humanities 11 (1):13-22.
    The thesis is examined that medical schools tend to recruit those who, because of a single-minded pursuit of admission, lack the breadth of interest and the social experience necessary for the development of a socially sensitive and emotionally mature personality. This negative characterization, labeled “the premed syndrome,” has been linked to a perceived lack of physician concern for patients, interpersonal warmth, and humanitarian care. This paper reviews the various published arguments advanced by proponents and opponents of this view, analyzing the (...)
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  • Are we teaching students that patients don't matter?J. Robinson - 1985 - Journal of Medical Ethics 11 (1):19-26.
    Medical students may fear that their training leeches away the caring attitudes which attracted them to medicine. Some research suggests they are right. The medical school has a duty to support and encourage their values, but the reverse may happen. Students are taught about legal consent but not ethical consent. They may see or participate in concealment of medical mistakes and learn to practise deceit. The use of unconscious females for gynaecology teaching may encourage the wrong attitudes to patients. Trainee (...)
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  • In a Different Voice: Psychological Theory and Women’s Development.Carol Gilligan - 1982 - The Personalist Forum 2 (2):150-152.
     
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  • Philosophy of medicine — from a medical perspective.Henrik R. Wulff - 1992 - Theoretical Medicine and Bioethics 13 (1).
    In this commentary on the article by Arthur L. Caplan [1] the philosophy of medicine is viewed from a medical perspective. Philosophical studies have a long tradition in medicine, especially during periods of paradigmatic unrest, and they serve the same goal as other medical activities: the prevention and treatment of disease. The medical profession needs the help of professional philosophers in much the same way as it needs the cooperation of basic scientists. Philosophy of medicine may not deserve the status (...)
     
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  • The pedagogy of two different approaches to humanistic medical education: Cognitive vs affective.Donnie Self - 1988 - Theoretical Medicine and Bioethics 9 (2).
    The enormous growth in medical humanities programs during the past decade has resulted in an extensive literature concerning the content of the discipline and the issues that have been addressed. Comparatively little attention, however, has been devoted to the structure of the discipline of medical humanities concerning the process or the theoretical aspects of the pedagogy of teaching the discipline. This report explicitly addresses the pedagogical aspects of the discipline by comparing and contrasting two different basic approaches to the discipline (...)
     
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  • Does the philosophy of medicine exist?Arthur L. Caplan - 1992 - Theoretical Medicine and Bioethics 13 (1):67-77.
    There has been a great deal of discussion, in this journal and others, about obstacles hindering the evolution of the philosophy of medicine. Such discussions presuppose that there is widespread agreement about what it is that constitutes the philosophy of medicine.Despite the fact that there is, and has been for decades, a great deal of literature, teaching and professional activity carried out explicitly in the name of the philosophy of medicine, this is not enough to establish that consensus exists as (...)
     
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  • The need for teaching philosophy in medical education.Jeffrey Spike - 1991 - Theoretical Medicine and Bioethics 12 (4).
    The dearth of philosophical contributions to medicine has recently been discussed in a series of articles in this journal. The present article focuses on physicians' lack of training in philosophy as a part of the explanation of the scarcity of works in philosophy of medicine. In section I I outline two philosophy courses which would be reasonable additions to the medical school curriculum required of all medical students. In section II I suggest two other philosophy courses as electives in a (...)
     
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  • The humanities in medical education: Entering the post-evangelical era.Edmund D. Pellegrino - 1984 - Theoretical Medicine and Bioethics 5 (3):253-266.
     
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