Illness in context and families as teachers: A year-long project for medical students

Academic Medicine

Volumn 80, Issue 5, 2005, Pages 448-451

  Gaver, Anat ^a,b   Borkan, Jeffrey M ^c   Weingarten, Michael A ^a,b  

^a TEL AVIV UNIVERSITY   (Israel)

^b CLALIT HEALTH SERVICES   (Israel)

^c BROWN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ATTITUDE; CHRONIC DISEASE; CURRICULUM; DOCTOR PATIENT RELATION; EDUCATION PROGRAM; EXPERIENCE; FAMILY; HUMAN; INTERPERSONAL COMMUNICATION; ISRAEL; LEARNING; MEDICAL SCHOOL; MEDICAL STUDENT; PATIENT CARE; PRIORITY JOURNAL; REVIEW; SKILL; TEACHER; TEACHING;

EID: 17844385077     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001888-200505000-00007     Document Type: Review

References (20)

1. st century: lessons from Chiron's cave. Fam Syst & Health. 2000;18:353-64.
2. Launer J, Lindsey C, Training for systemic general practice: a new approach from the Tavistock Clinic. Br J Gen Pract. 1997;47: 453-6.
3. Greenhalgh T, Hurwitz B. Narrative based medicine: why study narrative? BMJ. 1999; 318:48-50.
4. Johnson BH. Family-centered care: four decades of progress. Fam Syst & Health. 2000;18:137-56.
5. Launer J. Narrative-Based Primary Care. A Practical Guide. Abingdon, UK: Radcliffe Medical Press, 2002.
6. Borkan JM, Weingarten MA, Schlank E, et al. A model for educating humanistic physicians in the 21st century: the new medicine, patient, and society course at Tel Aviv University. Educ Health (Abingdon). 2000; 13:346-55.
7. Byng-Hall J. Scripts and legends in families and family. Fam Process. 1988;27:167-79.
8. Cole-Kelly K. Illness stories and patient care in the family practice context. Fam Med. 1992;24:45-8.
9. Lewin LO, Lanken PN. Longitudinal small-group learning during the first clinical year. Fam Med. 2004;36(suppl):S83-8.
10. Novack DH, Suchman AL, Clark W, Epstein RM, Najberg E, Kaplan C. Calibrating the physician. Personal awareness and effective patient care. Working Group on Promoting Physician Personal Awareness, American Academy on Physician and Patient. JAMA. 1997;278:502-9.
11. Blaylock BL. Patients and families as teachers: inspiring and empathic connection. Fam Syst & Health. 2000;18:161-75.
12. Wykurz G, Kelly D. Developing the role of patients as teachers: literature review. BMJ. 2002;325:818-21.
13. Benbassat J, Baumal R, Borkan JM, Ber R. Overcoming barriers to teaching the behavioral and social sciences to medical students. Acad Med. 2003;78:372-80.
14. Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature. Acad Med. 1995;70:898-931.
15. Vogt HB, Lindemann JC, Hearns VL. Teaching medical students about continuity of patient care. Acad Med. 2000;75:58.
16. Prislin MD, Feighny KM, Stearns JA, et al. What students say about learning and teaching in longitudinal ambulatory primary care clerkships: a multi-institutional study. Acad Med. 1998;73:680-7.
17. Orginc G, Mutha S, Irby DM. Evidence for longitudinal ambulatory care rotations: a review of the literature. Acad Med. 2002;77: 688-93.
18. Hunt CE, Kallenberg GA, Whitcomb ME. Medical students' education in the ambulatory care setting: background paper 1 of the Medical School Objectives Project. Acad Med. 1999;74:289-96.
19. Williams GC, Frankel RM, Campbell TL, Deci EL. Research on relationship-centered care and healthcare outcomes from the Rochester Biopsychosocial Program: a self-determination theory integration. Fam Syst & Health. 2000;18:79-90.
20. Greenhalgh T, Hurwitz B (eds). Narrative Based Medicine: Dialogue and Discourse in Clinical Practice. London: BMJ books, 1998.