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001359606 001__ 1359606
001359606 003__ OCoLC
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001359606 019__ $$a1084325735
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001359606 0247_ $$a10.1007/978-3-030-11211-0$$2doi
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001359606 08204 $$a152.4$$223
001359606 1001_ $$aJeffrey, David Ian.,$$eauthor
001359606 24510 $$aExploring Empathy with Medical Students /$$cby David Ian Jeffrey.
001359606 264_1 $$aCham :$$bSpringer International Publishing :$$bImprint :$$bPalgrave Macmillan,$$c2019.
001359606 300__ $$a1 online resource (XII, 238 pages 2 illustrations, 1 illustration in color.) :$$bonline resource
001359606 336__ $$atext$$btxt$$2rdacontent
001359606 337__ $$acomputer$$bc$$2rdamedia
001359606 338__ $$aonline resource$$bcr$$2rdacarrier
001359606 347__ $$atext file$$bPDF$$2rda
001359606 5050_ $$aChapter 1: Introduction -- Chapter 2: The research setting and study design -- Chapter 3: Empathy: from attribute to relationship -- Chapter 4: Emotions and Empathy -- Chapter 5: Enhancing Empathy -- Chapter 6: Barriers to empathy: The Medical School Culture -- Chapter 7: Barriers to empathy: The Curriculum -- Chapter 8: Changes in students' empathy during their training -- Chapter 9: Summary and Implications.
001359606 506__ $$aAccess limited to authorized users.
001359606 520__ $$aThis book investigates new insights into the factors influencing empathy in medical students. Addressing the widely perceived empathy gap in teaching and medical practice, the book presents a new study into how this emotion is facilitated in the UK undergraduate medical curriculum, and its influence on doctor-patient relationships. The author utilises Interpretative Phenomenological Analysis (IPA) to investigate how medical students' perspective on empathy changed throughout their education. It presents the risks students perceive when connecting emotionally with patients; their use of detachment as a taught coping mechanism; and the question of how they regulate their emotions. The book reveals the tension between students' connection with and detachment from a patient and their aim to achieve an appropriate balance. The author presents a number of factors which seem to enhance empathy, and explores the balance of scientific biomedical versus psychosocial approaches in medical training. In contrast to the commonly-reported opinion that there has been decline in medical students' empathy, this book contends that student empathy in fact increased during their training. This new study offers invaluable insight into how students and practitioners may be supported in dealing appropriately with their emotions as well as with those of their patients, thereby facilitating more humane medical care. David Ian Jeffrey is Honorary Lecturer in Palliative Medicine at the University of Edinburgh, UK and formerly Consultant in Palliative Medicine, Cheltenham UK. Previous published books include, Medical Mentoring (2014) and (co-author E. Jeffrey) Enhancing Compassion in End-of-Life Care Through Drama (2013).
001359606 650_0 $$aEmotions.
001359606 650_0 $$aPsychology, Applied.
001359606 650_0 $$aConsciousness.
001359606 650_0 $$aMedical education.
001359606 650_0 $$aPremedical education.
001359606 655_0 $$aElectronic books
001359606 77608 $$iPrint version:$$z9783030112103
001359606 77608 $$iPrint version:$$z9783030112127
001359606 852__ $$bebk
001359606 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-11211-0$$zOnline Access$$91397441.1
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001359606 980__ $$aBIB
001359606 980__ $$aEBOOK
001359606 982__ $$aEbook
001359606 983__ $$aOnline
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