Medical Faculty
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Resources for Medical Faculty |
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| American Association of Medical Assistants http://www.aama-ntl.org/ |
| "Effectiveness of educational strategies preparing physician assistants, nurse practitioners, and certified nurse-midwives for underserved areas." Virginia Kliner Fowkes, Nona N. Gamel, Sandra R. Wilson, Ronald D. Garcia. Public Health Reports, Sept-Oct 1994 v109 n5 p673(10) (6366 words) |
| This is an article in Gale's Expanded
Academic ASAP database. You need the password to access these
articles. To get the password, please contact a librarian via
email: mlibrary@mildred-elley.edu
or phone: 786-0855 ext. 230. There are many other articles that deal with teaching allied health students. For help finding other articles please see a librarian. |
| Martindale's Health Science Guide http://www-sci.lib.uci.edu/~martindale/HSGuide.html |
| PubMed http://www.ncbi.nlm.nih.gov/PubMed/ |
| This is THE site for medical research. It contains over 11 million citations from over 4,000 journals. You can use the operators AND, OR and NOT - BUT THEY MUST BE CAPITALIZED!. This site does not have many full text articles (and most of the ones that are full-text you have to pay for). However, if you are looking for the latest research, this is the place to do it. |
| "What is empathy, and can empathy be taught?" Carol M. Davis. Physical Therapy, Nov 1990 v70 n11 p707(5) (3939 words) |
| This is an article in Gale's Expanded
Academic ASAP database. You need the password to access these
articles. To get the password, please contact a librarian via
email: mebslib@nycap.rr.com
or phone: 786-0855 ext. 230. There are many other articles that deal with teaching allied health students. For help finding other articles please see a librarian. |
| Abstract: Empathy has been defined in various ways by psychologists and researchers. There is disagreement as to whether empathy is an emotion or experience that can be taught as a skill and thus can be made to happen or, alternately, that cannot be taught. Empathy is frequently confused with sympathy, pity, identification, and self-transposal, which are related but not identical concepts. Interviews with 10 physical therapists who each could recount at least three experiences of empathy were used to identify three stages during that process. In the first stage, there was an active listening or self-transposal in an attempt to understand the patient. The second stage was a kind of crossing over or merging of self with the other person, representing an emotional deepening. The third step was a strong feeling of sympathy, and feeling "at one" with the person. Empathy has been thought to be unique in that awareness of it occurs only after the fact. Self-transposal and sympathy, the first and third stages, can be taught to and developed in health care students. However, crossing-over can only occur in a person who has developed mentally to the stage of abstract thought and who also has a secure sense of self and can allow the coming outside of self experience to occur. The teaching experience can best foster this personal development in health care students by providing learning experiences for self-awareness, self-confidence, good listening skills, and nonjudgmental attitudes. Teachers should aim to provide a model of the therapeutic use of self with patients and colleagues, and then should reflect on these experiences with students. (Consumer Summary produced by Reliance Medical Information, Inc.) |
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This page was last updated on 08/25/04 |
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