DRAFT: This module has unpublished changes.

 

References:

Salinas-Miranda, et al. Student and resident perspectives on professionalism: beliefs, challenges, and suggested teaching strategies. Int J Med Educ. 2014: 10(5); 87-94. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4207134/

 

Benbassat J, Baumal R. Enhancing self-awareness in medical students: an overview of teaching approaches. Academic Med. Feb 2005: 80(2); 156 - 161.

 

Joireman J, Parrott L, Hammersla J. Empathy and the self-absorption paradox: support for the distinction between self-rumination and self-reflection.  Self and Identity. 2002: 1; 53-65.

 

Clark M, Fiske S. Affect and cognition: 17th annual carnegie mellon symposium on cognition. Chapter 7: cognition, affect, and self-regulation pages 157 - 170 by Scheier M and Carver C.

 

Trioisi A. Displacement activities as a behavioral measure of stress in nonhuman primates and human subjects. Stress. 2002: 5(1); 47 - 54.

 

Straus S et al. Characteristics of successful and failed mentoring relationships: a qualitative study across two academic health centers. Academic Med. 2013: 88(1); 82 - 89.

 

Feldman, D. C. Toxic mentors or toxic protégés? A critical re-examination of dysfunctional mentoring. Human Resource Management Review. 1999: 9(3); 247.

 

Zerzan, J. T., Hess, R., Schur, E., Phillips, R. S., & Rigotti, N. (2009). Making the most of mentors: A guide for mentees. Academic Medicine, 84(1), 140-144.

 

Rowley B, et al. Can professional values be taught? A look at residency training. Clin Ortho and Related research. 2000: 378; 110 - 114.

 

Arnold L. Assessing professional behavior: yesterday, today, and tomorrow. Academic Med. 2002: 77(6); 502 – 515. 

DRAFT: This module has unpublished changes.