Shall We Pray?

Wieren, Andrew J. Van

doi:10.1001/jama.2011.205

Cited by 2 publications

(2 citation statements)

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“…In the 2013-2014 year, the average responses to two RW curriculum queries (endof-clerkship evaluation) were 4.4 and 4.3 out of 5 (regarding small-group process and individualized feedback, respectively). Several students have published reflective narratives, [43][44][45] and a group recently presented on interactive RW at an international conference. 11 Illustrative quotes from both students' RW and feedback on the curriculum are provided in List 1.…”

Section: A Rw Curriculum In a Family Medicine Clerkshipmentioning

confidence: 99%

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

et al. 2015

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Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

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Section: A Rw Curriculum In a Family Medicine Clerkshipmentioning

confidence: 99%

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

et al. 2015

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“…When as a younger man the student had reorganised the practice’s medical notes, he was surprised by his father’s insistence that a patient’s religion was a significant part of their social history. Now they were on a home visit, during which his father suggested that they should all pray together: ‘We were there … to do exactly what Betty and John wanted at that moment: to care for their spiritual needs’ [ 1 ].…”

Section: The Questionmentioning

confidence: 99%

Ethical religion in primary care

Torry

2017

London Journal of Primary Care

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Religion is increasingly significant in UK society, and is highly significant for many patients and primary care practitioners. An important task for the practitioner is to ensure that the place of religion in the patient/practitioner relationship is treated with the same ethical seriousness as every other aspect of that relationship. The article finds the ‘four principles of biomedical ethics’ to be applicable, and recent GMC guidelines to be consistent with the four principles. The article applies the four principles to the particular case of practitioners wearing religious symbolism.

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Shall We Pray?

Cited by 2 publications

References 0 publications

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

Professional Identity Formation in Medical Education for Humanistic, Resilient Physicians

Ethical religion in primary care

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