In-depth learning: One school's initiatives to foster integration of ethics, values, and the human dimensions of medicine

Academic Medicine

Volumn 82, Issue 4, 2007, Pages 405-409

  Kanter, Steven L ^a   Wimmers, Paul F ^a   Levine, Arthur S ^a  

^a UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION PROGRAM; MEDICAL EDUCATION; MEDICAL ETHICS; MEDICAL SCHOOL; MEDICAL STUDENT; PRIORITY JOURNAL; REVIEW; SOCIAL LEARNING; UNITED STATES;

EID: 34247158247     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/ACM.0b013e318033373c     Document Type: Review

References (9)

1. Goldie J. Review of ethics curricula in undergraduate medical education. Med Educ. 2000;34:108-119.
2. Farah MJ. Emerging ethical issues in neuroscience. Nat Neurosci. 2002;5:1123.
3. Entwistle NJ, Entwistle A. Contrasting forms of understanding for degree examinations: the student experience and its implications. Higher Educ. 1991;22:205-227.
4. Evans CJ, Kirby JR, Fabrigar LR. Approaches to learning, need for cognition, and strategic flexibility among university students. Br J Educ Psychol. 2003;73:507-528.
5. Boekaerts M. Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction. 1997;7:161-186.
6. Chi MTH, De Leeuw N, Chiu MH, LaVancher C. Eliciting self-explanations improves understanding. Cognit Sci. 1994;18:439-477.
7. Schor NF, Troen P, Kanter SL, Levine AS. The Scholarly Project Initiative: introducing scholarship in medicine through a longitudinal, mentored curricular program. Acad Med. 2005;80:824-831.
8. Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation. New York, NY: Cambridge University Press; 1991
9. Bandura A. Social Learning Theory. New York, NY: General Learning Press; 1977.