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This insider's account should prompt a serious reconsideration of practices in a profession which has a critical influence over untold lives.
Until recently professionalism was transmitted by respected role models, a method that depended heavily on the presence of a homogeneous society sharing values. This is no longer true, and medical schools and postgraduate training programs in the developed world are now actively teaching professionalism to students and trainees. In addition, licensing and certifying bodies are attempting to assess the professionalism of practising physicians on an ongoing basis. This is the only book available to provide guidance to those designing and implementing programs on teaching professionalism. It outlines the cognitive base of professionalism, provides a theoretical basis for teaching the subject, gives general principles for establishing programs at various levels (undergraduate, postgraduate, and continuing professional development), and documents the experience of institutions who are leaders in the field. Teaching aids that have been used successfully by contributors are included as an appendix.
Good communication between the doctor and patient is essential for the patient to establish a trusting relationship with their doctor and to make the best use of the appropriate treatment. Traditional methods for teaching communication skills have focused on simulated clinical situations in which students learn how to improve their communication, with actors playing the part of the patients, rather than from live experiences with patients. Psychodynamic psychotherapy, with its emphasis on learning to reflect on experiences, offers the student the possibility of learning from a real experience with a patient. Such opportunities allow students to learn directly about patients’ emotions, as well as to appreciate their own emotional responses to illness and to communicate better with their patients. In this book, Peter Shoenberg, Jessica Yakeley, and their contributors who include students and teachers, discuss two different teaching approaches developed at University College London to help medical students understand the role of emotions in illness, communicate more effectively, and gain a deeper understanding of the doctor patient relationship. The benefits of Ball, Wolff and Tredgold’s Student Psychotherapy Scheme are considered alongside Shoenberg and Suckling’s short term student Balint discussion group scheme to provide clear guidance about how psychotherapeutic understanding can be used to inform medical education, with positive results. At a time when medicine is becoming increasingly technological and there is a growing demand by the public for more psychologically minded doctors, this book will be a key resource for physicians, general practitioners, psychologists, psychiatrists and psychotherapists who are involved in medical teaching and for medical students.
Health Care Professionalism at a Glance offers accessiblecoverage of an increasingly important aspect of medical and healthprofessional education. This concise text includes how to identifyand develop professional behaviours, how they are assessed, and howto challenge unprofessional behaviours. Health Care Professionalism at a Glance: • Provides a user-friendly and thought provokingoverview of health care professionalism • Introduces the main topics, key definitions andexplores aspects relevant to learners and noviceprofessionals • Considers fundamental features of professionalism thatstudents are expected to acquire as well as how they are taught,learned and assessed • Includes summary boxes that highlight importantpoints, reflection points, clinical cases and suggested furtherreading • Includes references relevant to differentcountries’ accrediting bodies This important new book will assist students in understanding thenature of professionalism, its assessment, and the implications forprofessional practice.
Anthropologists are affected by and affect others through emotional engagement; they manage emotions or allow them to unfold as vehicles of understanding. The contributors to this volume argue that participant observation is an embodied relational process mediated by emotions. If fieldwork is to attain its fullest potential, emotional reflexivity must complement the wider reflexive task of anthropologists. This makes particular demands on the training of anthropologists, and the contributors to this volume propose new ways of practising emotional reflexivity (such as radical empiricism) that enhance anthropological knowledge. Emotions in anthropology are explored from a variety of methodological and theoretical standpoints, drawing on fieldwork in Nepal, the UK, Taiwan, Russia, India and the Philippines.

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