The virtual mentor : VM最新文献_第8页

Music and medicine: harnessing discipline and creativity. 音乐和医学:驾驭纪律和创造力。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.mhst1-1408

Lisa M Wong

引用次数: 3

Expanding humanities training beyond medical school. 扩大医学院以外的人文学科培训。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.pfor1-1408

Nicholas Kluesner

We must expand our efforts to integrate humanities training into premedical programs and graduate medical education.

引用次数: 0

"The best of doctors go to hell": how an ancient talmudic aphorism can inform the study and practice of medicine. “最好的医生下地狱”:古老的塔木德格言如何为医学研究和实践提供信息。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.mnar1-1408

Andrea Wershof Schwartz

引用次数: 0

Fostering student engagement in medical humanities courses. 促进学生参与医学人文学科课程。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.ecas1-1408

Carolyn Gaebler, Lisa Soleymani Lehmann

The occasional required ethics course is not conveying to medical students that training institutions take ethics and the humanities seriously and consider them central to doctoring.

引用次数: 8

FlexMed: a nontraditional admissions program at Icahn School of Medicine at Mount Sinai. FlexMed:西奈山伊坎医学院的一个非传统招生项目。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.medu2-1408

David Muller

引用次数: 3

Tangles: an illness narrative in graphic form. 缠结:一种以图形形式叙述的疾病。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.imhl1-1408

Sarah Leavitt

引用次数: 0

Presenting the case for the medical humanities. 展示了医学人文学科的案例。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.fred1-1408

Samyukta Mullangi

引用次数: 2

Applied medical humanities: addressing vexing deficits, promoting enduring skills. 应用医学人文:解决恼人的缺陷，促进持久的技能。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.medu1-1408

Joel T Katz

The medical humanities can help students access and learn information they might otherwise find very difficult to master.

引用次数: 3

A night at the museum--helping residents "see" their patients. 在博物馆过夜——帮助住院医生“看”他们的病人。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.ecas2-1408

Johanna Shapiro, Joel Shallit

Virtual Mentor American Medical Association Journal of Ethics August 2014, Volume 16, Number 8: 599-603. ETHICS CASE A Night at the Museum—Helping Residents “See” Their Patients Commentary by Johanna Shapiro, PhD, and Joel Shallit, MD Katherine is a third-year medical student on her internal medicine rotation at an academic medical center that serves as a busy tertiary-care hospital for its region. The residents she works with are swamped with work; when they are not actively admitting and caring for patients, they are inundated with paperwork, submitting online orders, and completing health record notes. Katherine knows that the residents are kind and generous people who have been selected twice—for medical school and then for residency—on the basis of test scores, academic performance, and character recommendations. She cannot help but note, however, their frustration with patients who demand so much of their time, their irritation with nurses who page them about questions the residents think have obvious answers, and their eagerness to “turf” patients to another service or practice center to lighten their case loads. She can understand the origins of these behaviors while feeling that the residents are in danger of burning out and becoming more cynical than would be healthy for a long- term career. One evening, Katherine’s entire team is asked to stop working at 4 p.m. and take a trip to the Museum of Fine Arts. The residency program director is an advocate for innovative approaches to encouraging self-reflection among the residents and helping them see patients as people rather than diagnoses. He has asked the internal medicine teams to take turns going to the museum to look at and frame discussion around artwork as a way of generating conversation about medicine, patients, and life as a trainee. Katherine hears the residents complain that this outing is intended to force-feed them empathy and humanism; they consider it a waste of time that could be better spent on patient care and leaving the hospital at a decent time. Commentary Medicine is both an art and a science. As the great William Osler noted, “The practice of medicine is an art, not a trade; a calling not a business; a calling in which your heart will be exercised equally with your head” [1]. Residency programs struggle to balance art and science with seemingly endless, often overwhelming hard work. It is no wonder then that, for stressed, burned-out residents, such as the ones Katherine observes, art and perhaps even science take a backseat to just getting the work done. In the hypothetical (but in our experience, very plausible) dilemma posed, we see three interrelated issues. First is the residents’ perception that a “field trip” to a museum is a waste of time, distracting them from their real work. The second is that the residents resent being “force-fed” empathy and compassion. The third issue is how to acknowledge and address the residents’ negativity and burnout. www.virtualm

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引用次数: 2

The ethical force of stories: narrative ethics and beyond. 故事的伦理力量:叙事伦理及超越。

The virtual mentor : VM

Pub Date : 2014-08-01 DOI: 10.1001/virtualmentor.2014.16.08.jdsc1-1408

Faith L Lagay

Narrative ethics derives its ethical force from continually comparing and critiquing new narratives against existing narratives that guide the way we live.

引用次数: 6