The Experts below are selected from a list of 315 Experts worldwide ranked by ideXlab platform
Stephen Wear - One of the best experts on this subject based on the ideXlab platform.
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transforming Educational accountability in medical ethics and Humanities Education toward professionalism
Academic Medicine, 2015Co-Authors: David J Doukas, Stephen Wear, Joseph A Carrese, Darrell G Kirch, Timothy P Brigham, Barbara Barzansky, Joseph J Fins, Susan E LedererAbstract:Effectively developing professionalism requires a programmatic view on how medical ethics and Humanities should be incorporated into an Educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one’s practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical Education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical Education. The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and Humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and Humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and Humanitiesbased knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.
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the challenge of promoting professionalism through medical ethics and Humanities Education
Academic Medicine, 2013Co-Authors: David J Doukas, Laurence B Mccullough, Stephen Wear, Lisa Soleymani Lehmann, Lois Lacivita Nixon, Joseph A Carrese, Johanna Shapiro, Michael J Green, Darrell G KirchAbstract:Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and Humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical Education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose. The first theme highlights that Education toward professionalism requires transformational change, whereby medical ethics and Humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical Education. The third theme focuses on how ethics and Humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and Humanities teaching. The authors argue that improvement of the ethics and Humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to Educational processes aimed at producing this outcome.
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perspective medical Education in medical ethics and Humanities as the foundation for developing medical professionalism
Academic Medicine, 2012Co-Authors: David J Doukas, Laurence B Mccullough, Stephen WearAbstract:Medical Education accreditation organizations require medical ethics and Humanities Education to develop professionalism in medical learners, yet there has never been a comprehensive critical appraisal of medical Education in ethics and Humanities. The Project to Rebalance and Integrate Medical Educ
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reforming medical Education in ethics and Humanities by finding common ground with abraham flexner
Academic Medicine, 2010Co-Authors: David J Doukas, Laurence B Mccullough, Stephen WearAbstract:Abraham Flexner was commissioned by the Carnegie Foundation for the Advancement of Teaching to conduct the 1910 survey of all U.S. and Canadian medical schools because medical Education was perceived to lack rigor and strong learning environments. Existing proprietary schools were shown to have inadequate student scholarship and substandard faculty and teaching venues. Flexner's efforts and those of the American Medical Association resulted in scores of inadequate medical schools being closed and the curricula of the survivors being radically changed. Flexner presumed that medical students would already be schooled in the Humanities in college. He viewed the Humanities as essential to physician development but did not explicitly incorporate this position into his 1910 report, although he emphasized this point in later writings. Medical ethics and Humanities Education since 1970 has sought integration with the sciences in medical school. Most programs, however, are not well integrated with the scientific/clinical curriculum, comprehensive across four years of training, or cohesive with nationally formulated goals and objectives. The authors propose a reformation of medical Humanities teaching in medical schools inspired by Flexner's writings on premedical Education in the context of contemporary Educational requirements. College and university Education in the Humanities is committed to a broad Education, consistent with long-standing tenets of liberal arts Education. As a consequence, premedical students do not study clinically oriented science or Humanities. The medical school curriculum already provides teaching of clinically relevant sciences. The proposed four-year curriculum should likewise provide clinically relevant Humanities teaching to train medical students and residents comprehensively in humane, professional patient care. Acad Med. 2010; 85:318-323.
David J Doukas - One of the best experts on this subject based on the ideXlab platform.
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transforming Educational accountability in medical ethics and Humanities Education toward professionalism
Academic Medicine, 2015Co-Authors: David J Doukas, Stephen Wear, Joseph A Carrese, Darrell G Kirch, Timothy P Brigham, Barbara Barzansky, Joseph J Fins, Susan E LedererAbstract:Effectively developing professionalism requires a programmatic view on how medical ethics and Humanities should be incorporated into an Educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one’s practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical Education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical Education. The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and Humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and Humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and Humanitiesbased knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.
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the challenge of promoting professionalism through medical ethics and Humanities Education
Academic Medicine, 2013Co-Authors: David J Doukas, Laurence B Mccullough, Stephen Wear, Lisa Soleymani Lehmann, Lois Lacivita Nixon, Joseph A Carrese, Johanna Shapiro, Michael J Green, Darrell G KirchAbstract:Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and Humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical Education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose. The first theme highlights that Education toward professionalism requires transformational change, whereby medical ethics and Humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical Education. The third theme focuses on how ethics and Humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and Humanities teaching. The authors argue that improvement of the ethics and Humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to Educational processes aimed at producing this outcome.
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perspective medical Education in medical ethics and Humanities as the foundation for developing medical professionalism
Academic Medicine, 2012Co-Authors: David J Doukas, Laurence B Mccullough, Stephen WearAbstract:Medical Education accreditation organizations require medical ethics and Humanities Education to develop professionalism in medical learners, yet there has never been a comprehensive critical appraisal of medical Education in ethics and Humanities. The Project to Rebalance and Integrate Medical Educ
-
reforming medical Education in ethics and Humanities by finding common ground with abraham flexner
Academic Medicine, 2010Co-Authors: David J Doukas, Laurence B Mccullough, Stephen WearAbstract:Abraham Flexner was commissioned by the Carnegie Foundation for the Advancement of Teaching to conduct the 1910 survey of all U.S. and Canadian medical schools because medical Education was perceived to lack rigor and strong learning environments. Existing proprietary schools were shown to have inadequate student scholarship and substandard faculty and teaching venues. Flexner's efforts and those of the American Medical Association resulted in scores of inadequate medical schools being closed and the curricula of the survivors being radically changed. Flexner presumed that medical students would already be schooled in the Humanities in college. He viewed the Humanities as essential to physician development but did not explicitly incorporate this position into his 1910 report, although he emphasized this point in later writings. Medical ethics and Humanities Education since 1970 has sought integration with the sciences in medical school. Most programs, however, are not well integrated with the scientific/clinical curriculum, comprehensive across four years of training, or cohesive with nationally formulated goals and objectives. The authors propose a reformation of medical Humanities teaching in medical schools inspired by Flexner's writings on premedical Education in the context of contemporary Educational requirements. College and university Education in the Humanities is committed to a broad Education, consistent with long-standing tenets of liberal arts Education. As a consequence, premedical students do not study clinically oriented science or Humanities. The medical school curriculum already provides teaching of clinically relevant sciences. The proposed four-year curriculum should likewise provide clinically relevant Humanities teaching to train medical students and residents comprehensively in humane, professional patient care. Acad Med. 2010; 85:318-323.
Laurence B Mccullough - One of the best experts on this subject based on the ideXlab platform.
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the challenge of promoting professionalism through medical ethics and Humanities Education
Academic Medicine, 2013Co-Authors: David J Doukas, Laurence B Mccullough, Stephen Wear, Lisa Soleymani Lehmann, Lois Lacivita Nixon, Joseph A Carrese, Johanna Shapiro, Michael J Green, Darrell G KirchAbstract:Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and Humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical Education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose. The first theme highlights that Education toward professionalism requires transformational change, whereby medical ethics and Humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical Education. The third theme focuses on how ethics and Humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and Humanities teaching. The authors argue that improvement of the ethics and Humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to Educational processes aimed at producing this outcome.
-
perspective medical Education in medical ethics and Humanities as the foundation for developing medical professionalism
Academic Medicine, 2012Co-Authors: David J Doukas, Laurence B Mccullough, Stephen WearAbstract:Medical Education accreditation organizations require medical ethics and Humanities Education to develop professionalism in medical learners, yet there has never been a comprehensive critical appraisal of medical Education in ethics and Humanities. The Project to Rebalance and Integrate Medical Educ
-
reforming medical Education in ethics and Humanities by finding common ground with abraham flexner
Academic Medicine, 2010Co-Authors: David J Doukas, Laurence B Mccullough, Stephen WearAbstract:Abraham Flexner was commissioned by the Carnegie Foundation for the Advancement of Teaching to conduct the 1910 survey of all U.S. and Canadian medical schools because medical Education was perceived to lack rigor and strong learning environments. Existing proprietary schools were shown to have inadequate student scholarship and substandard faculty and teaching venues. Flexner's efforts and those of the American Medical Association resulted in scores of inadequate medical schools being closed and the curricula of the survivors being radically changed. Flexner presumed that medical students would already be schooled in the Humanities in college. He viewed the Humanities as essential to physician development but did not explicitly incorporate this position into his 1910 report, although he emphasized this point in later writings. Medical ethics and Humanities Education since 1970 has sought integration with the sciences in medical school. Most programs, however, are not well integrated with the scientific/clinical curriculum, comprehensive across four years of training, or cohesive with nationally formulated goals and objectives. The authors propose a reformation of medical Humanities teaching in medical schools inspired by Flexner's writings on premedical Education in the context of contemporary Educational requirements. College and university Education in the Humanities is committed to a broad Education, consistent with long-standing tenets of liberal arts Education. As a consequence, premedical students do not study clinically oriented science or Humanities. The medical school curriculum already provides teaching of clinically relevant sciences. The proposed four-year curriculum should likewise provide clinically relevant Humanities teaching to train medical students and residents comprehensively in humane, professional patient care. Acad Med. 2010; 85:318-323.
Darrell G Kirch - One of the best experts on this subject based on the ideXlab platform.
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transforming Educational accountability in medical ethics and Humanities Education toward professionalism
Academic Medicine, 2015Co-Authors: David J Doukas, Stephen Wear, Joseph A Carrese, Darrell G Kirch, Timothy P Brigham, Barbara Barzansky, Joseph J Fins, Susan E LedererAbstract:Effectively developing professionalism requires a programmatic view on how medical ethics and Humanities should be incorporated into an Educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one’s practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical Education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical Education. The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and Humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and Humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and Humanitiesbased knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.
-
the challenge of promoting professionalism through medical ethics and Humanities Education
Academic Medicine, 2013Co-Authors: David J Doukas, Laurence B Mccullough, Stephen Wear, Lisa Soleymani Lehmann, Lois Lacivita Nixon, Joseph A Carrese, Johanna Shapiro, Michael J Green, Darrell G KirchAbstract:Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and Humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical Education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose. The first theme highlights that Education toward professionalism requires transformational change, whereby medical ethics and Humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical Education. The third theme focuses on how ethics and Humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and Humanities teaching. The authors argue that improvement of the ethics and Humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to Educational processes aimed at producing this outcome.
Joseph A Carrese - One of the best experts on this subject based on the ideXlab platform.
-
transforming Educational accountability in medical ethics and Humanities Education toward professionalism
Academic Medicine, 2015Co-Authors: David J Doukas, Stephen Wear, Joseph A Carrese, Darrell G Kirch, Timothy P Brigham, Barbara Barzansky, Joseph J Fins, Susan E LedererAbstract:Effectively developing professionalism requires a programmatic view on how medical ethics and Humanities should be incorporated into an Educational continuum that begins in premedical studies, stretches across medical school and residency, and is sustained throughout one’s practice. The Project to Rebalance and Integrate Medical Education National Conference on Medical Ethics and Humanities in Medical Education (May 2012) invited representatives from the three major medical Education and accreditation organizations to engage with an expert panel of nationally known medical educators in ethics, history, literature, and the visual arts. This article, based on the views of these representatives and their respondents, offers a future-tense account of how professionalism can be incorporated into medical Education. The themes that are emphasized herein include the need to respond to four issues. The first theme highlights how ethics and Humanities can provide a response to the dissonance that occurs in current health care delivery. The second theme focuses on how to facilitate preprofessional readiness for applicants through reform of the medical school admission process. The third theme emphasizes the importance of integrating ethics and Humanities into the medical school administrative structure. The fourth theme underscores how outcomes-based assessment should reflect developmental milestones for professional attributes and conduct. The participants emphasized that ethics and Humanitiesbased knowledge, skills, and conduct that promote professionalism should be taught with accountability, flexibility, and the premise that all these traits are essential to the formation of a modern professional physician.
-
the challenge of promoting professionalism through medical ethics and Humanities Education
Academic Medicine, 2013Co-Authors: David J Doukas, Laurence B Mccullough, Stephen Wear, Lisa Soleymani Lehmann, Lois Lacivita Nixon, Joseph A Carrese, Johanna Shapiro, Michael J Green, Darrell G KirchAbstract:Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and Humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical Education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose. The first theme highlights that Education toward professionalism requires transformational change, whereby medical ethics and Humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical Education. The third theme focuses on how ethics and Humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and Humanities teaching. The authors argue that improvement of the ethics and Humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to Educational processes aimed at producing this outcome.
