Reflective practice and palliative care education: a clerkship responds to the informal and hidden curricula.
about
Implementing and Evaluating a Four-Year Integrated End-of-Life Care Curriculum for Medical Students.Determinants of medical students' perceived preparation to perform end-of-life care, quality of end-of-life care education, and attitudes toward end-of-life care.Cognitive expertise, emotional development, and reflective capacity: clinical skills for improved pain careExposure to death is associated with positive attitudes and higher knowledge about end-of-life care in graduating medical studentsBioethics principles, informed consent, and ethical care for special populations: curricular needs expressed by men and women physicians-in-training.Professional development and the informal curriculum in end-of-life care.That's not what you expect to do as a doctor, you know, you don't expect your patients to die." Death as a learning experience for undergraduate medical studentsPalliative care education in Swiss undergraduate medical curricula: a case of too little, too early.The utility of reflective writing after a palliative care experience: can we assess medical students' professionalism?Palliative care education in U.S. medical schools.Palliative Care in Undergraduate Medical Education-How Far Have We Come?Attitudes of medical students toward the care of the dying in relation to personality traits: harm avoidance and self-directedness make a difference.Teaching the art of doctoring: an innovative medical student elective.Impact of a contemplative end-of-life training program: being with dying.The Hidden Curricula of Medical Education: A Scoping Review.Preclinical Medical Students' Diverse Educational and Emotional Responses to a Required Hospice Experience.Inadequacy of Palliative Training in the Medical School Curriculum.Palliative medicine Death Rounds: small group learning on a vital subject.Why are newly qualified doctors unprepared to care for patients at the end of life?The student voice: recognising the hidden and informal curriculum in medicine.Medical students as family-health advocates: Arabian Gulf University experience.Medical house officers' attitudes toward vigorous analgesia, terminal sedation, and physician-assisted suicide.
P2860
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P2860
Reflective practice and palliative care education: a clerkship responds to the informal and hidden curricula.
description
2003 nî lūn-bûn
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2003 թուականի Մարտին հրատարակուած գիտական յօդուած
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2003 թվականի մարտին հրատարակված գիտական հոդված
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2003年の論文
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2003年論文
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2003年論文
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2003年論文
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2003年論文
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2003年論文
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2003年论文
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name
Reflective practice and pallia ...... informal and hidden curricula.
@ast
Reflective practice and pallia ...... informal and hidden curricula.
@en
type
label
Reflective practice and pallia ...... informal and hidden curricula.
@ast
Reflective practice and pallia ...... informal and hidden curricula.
@en
prefLabel
Reflective practice and pallia ...... informal and hidden curricula.
@ast
Reflective practice and pallia ...... informal and hidden curricula.
@en
P2093
P1433
P1476
Reflective practice and pallia ...... informal and hidden curricula.
@en
P2093
Alan Carver
Bethany J Gentilesco
Carol Storey-Johnson
Cathleen A Acres
Joseph J Fins
Philip Lister
Richard Payne
P304
P356
10.1097/00001888-200303000-00015
P407
P577
2003-03-01T00:00:00Z