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  1. Educating physicians for moral excellence in the twenty-first century.Lenny López & Arthur J. Dyck - 2009 - Journal of Religious Ethics 37 (4):651-668.
    Medical professionals are a community of highly educated individuals with a commitment to a core set of ideals and principles. This community provides both technical and ethical socialization. The ideal physician is confident, empathic, forthright, respectful, and thorough. These ideals allow us to define broadly "the excellence" of being a physician. At the core of these ideals is the ability to be empathic. Empathy exhibits itself in attributes of an individual's moral character and also in actions that actualize and support (...)
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  • Combating junior doctors' "4am logic": a challenge for medical ethics education.R. McDougall - 2009 - Journal of Medical Ethics 35 (3):203-206.
    Undergraduate medical ethics education currently focuses on ethical concepts and reasoning. This paper uses an intern’s story of an ethically challenging situation to argue that this emphasis is problematic in terms of ensuring students’ ethical practice as junior doctors. The story suggests that it is aligning their actions with the values that they reflectively embrace that can present difficulties for junior doctors working in the pressures of the hospital environment, rather than reasoning to an ethically appropriate action. I argue that (...)
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  • Taking the history of medical ethics seriously in teaching medical professionalism.Laurence B. McCullough - 2004 - American Journal of Bioethics 4 (2):13 – 14.
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  • Professionalism: Is diluting core values a good idea?Donald B. Louria - 2004 - American Journal of Bioethics 4 (2):24 – 25.
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  • Professionalism: The formation of physicians.David C. Leach - 2004 - American Journal of Bioethics 4 (2):11 – 12.
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  • The Social-Contract Model of Professionalism: Baby or Bath Water?Jacob E. Kurlander, Karine Morin & Matthew K. Wynia - 2004 - American Journal of Bioethics 4 (2):33-36.
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  • Teaching biomedical ethics as professionalism in the United States.Mark G. Kuczewski - 2010 - Diametros 25:30-37.
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  • Medicine's Malaise: The Pellegrino Prescription.Nuala Kenny - 2006 - American Journal of Bioethics 6 (2):78-80.
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  • Socialization in Medical Training: Exploring "Lifelong Curiosity" and a "Community of Support".Deborah L. Kasman - 2004 - American Journal of Bioethics 4 (2):52-55.
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  • Pausing for Professionalism.Audiey Kao & Renee Witlen - 2004 - American Journal of Bioethics 4 (2):49-51.
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  • The Professionalism Movement: A More Optimistic View.Alan B. Jotkowitz & Shimon Glick - 2004 - American Journal of Bioethics 4 (2):45-46.
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  • The Theory and Practice of Professionalism.Nancy S. Jecker - 2004 - American Journal of Bioethics 4 (2):47-48.
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  • The Limits of Social Justice as an Aspect of Medical Professionalism.Thomas S. Huddle - 2013 - Journal of Medicine and Philosophy 38 (4):369-387.
    Contemporary accounts of medical ethics and professionalism emphasize the importance of social justice as an ideal for physicians. This ideal is often specified as a commitment to attaining the universal availability of some level of health care, if not of other elements of a “decent minimum” standard of living. I observe that physicians, in general, have not accepted the importance of social justice for professional ethics, and I further argue that social justice does not belong among professional norms. Social justice (...)
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  • Some Thoughts on History and “Healing Relationships”.Joel D. Howell - 2006 - American Journal of Bioethics 6 (2):80-82.
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  • Trumping Professionalism.D. Micah Hester & Karen Kovach - 2004 - American Journal of Bioethics 4 (2):51-52.
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  • Toward the operationalization of professionalism: A commentary.Frederic Hafferty - 2004 - American Journal of Bioethics 4 (2):28 – 31.
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  • The professionalism movement: Behaviors are the key to progress.Shiphra Ginsburg & David T. Stern - 2004 - American Journal of Bioethics 4 (2):14 – 15.
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  • Where the rubber meets the road: A cyclist's guide to teaching professionalism.Kelly Fryer-Edwards & Amy Baernstein - 2004 - American Journal of Bioethics 4 (2):22 – 24.
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  • The Role of Empirical Research in Defining, Promoting, and Evaluating Professionalism in Context.Jane Forman & Holly Taylor - 2004 - American Journal of Bioethics 4 (2):40-43.
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  • The Professionalism Movement: Pausing and Reflecting Are Essential.Laura J. Fochtmann - 2004 - American Journal of Bioethics 4 (2):38-40.
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  • Mindful practice and the tacit ethics of the moment.Ronald M. Epstein - 2006 - Advances in Bioethics 10:115-144.
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  • Deriving professionalism from its roots.Linda L. Emanuel - 2004 - American Journal of Bioethics 4 (2):17 – 18.
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  • Attributes of a good nurse.Rahime Aydin Er, Mine Sehiralti & Aslihan Akpinar - 2017 - Nursing Ethics 24 (2):238-250.
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  • Attributes of a good physician: what are the opinions of first-year medical students?M. Sehiralti, A. Akpinar & N. Ersoy - 2010 - Journal of Medical Ethics 36 (2):121-125.
    Background Undergraduate medical education is beginning to concern itself with educating students about professional attributes as well as about clinical knowledge and skills. Defining these characteristics, and in particular seeking the help of the students themselves to define them, can be a useful starting point when considering how to incorporate aspects of professional behaviour into the medical curricula. Method This study explores the views of first-year medical students at Kocaeli University Faculty of Medicine in the 2007–8 academic year. The students (...)
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  • Professionalism and the social role of medicine.Peter L. Twohig & Chris MacDonald - 2004 - American Journal of Bioethics 4 (2):3 – 5.
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  • Integrity in the relationship between medical ethics and professionalism.Denise M. Dudzinski - 2004 - American Journal of Bioethics 4 (2):26 – 27.
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  • Returning to professionalism: The re-emergence of medicine's art.David J. Doukas - 2004 - American Journal of Bioethics 4 (2):18 – 19.
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  • Avoiding Fallacies of Misplaced Concreteness in Medical Professionalism.Joseph C. D'Oronzio - 2004 - American Journal of Bioethics 4 (2):31-33.
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  • A professional pause.Kelly A. Carroll - 2004 - American Journal of Bioethics 4 (2):7 – 8.
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  • Professionalism from the apprentice's perspective.Juan Carlos Batlle - 2004 - American Journal of Bioethics 4 (2):11 – 12.
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  • Discourse as rock formation - fruitcake as professionalism.Karen Anijar - 2004 - American Journal of Bioethics 4 (2):8 – 10.
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  • Medical Ethics: Common or Uncommon Morality?Rosamond Rhodes - 2020 - Cambridge Quarterly of Healthcare Ethics 29 (3):404-420.
    This paper challenges the long-standing and widely accepted view that medical ethics is nothing more than common morality applied to clinical matters. It argues against Tom Beauchamp and James Childress’s four principles; Bernard Gert, K. Danner Clouser and Charles Culver’s ten rules; and Albert Jonsen, Mark Siegler, and William Winslade’s four topics approaches to medical ethics. First, a negative argument shows that common morality does not provide an account of medical ethics and then a positive argument demonstrates why the medical (...)
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  • Privileged professionalisms: Using co-cultural communication to strengthen inclusivity in professionalism education and community formation.Elizabeth S. Parks & Janeta F. Tansey - 2022 - Ethics and Behavior 32 (5):431-448.
    ABSTRACT Perpetuation of privileged norming in organizations threatens the fragile hope that the theory and practice of professionalism can evolve alongside commitments to equity and inclusion. Uncritical engagement with a normative professionalism can lead to the muting of differences and strengths that diverse standpoints offer to professional communities. We look to the field of Medicine as an example for other professional groups, in which experts have criticized its development of a normative professionalism shaped by, retaining, and sustaining privilege. Using a (...)
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  • Why not common morality?Rosamond Rhodes - 2019 - Journal of Medical Ethics 45 (12):770-777.
    This paper challenges the leading common morality accounts of medical ethics which hold that medical ethics is nothing but the ethics of everyday life applied to today’s high-tech medicine. Using illustrative examples, the paper shows that neither the Beauchamp and Childress four-principle account of medical ethics nor the Gertet al10-rule version is an adequate and appropriate guide for physicians’ actions. By demonstrating that medical ethics is distinctly different from the ethics of everyday life and cannot be derived from it, the (...)
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  • The professionalism movement: A pause might not be sufficient.Mary Wurm-Schaar & Michelina Fato - 2004 - American Journal of Bioethics 4 (2):1 – 2.
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  • Character formation in professional education: a word of caution.Robert M. Veatch - 2006 - Advances in Bioethics 10:29-45.
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  • Justice and the House of Medicine: The Mortgaging of Ecology and Economics.Peter J. Whitehouse & Jennifer R. Fishman - 2004 - American Journal of Bioethics 4 (2):43-45.
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  • Creating a complete picture of educating for professionalism.Kristen E. Wessel - 2004 - American Journal of Bioethics 4 (2):6 – 7.
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  • Charles Barkley's Dilemma: A Response to “The Professionalism Movement: Can We Pause?” by Delese Wear and Mark G. Kuczewski.Howard Trachtman - 2004 - American Journal of Bioethics 4 (3):W38-W39.
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  • Professionalism in medical education.Rosamond Rhodes, Devra Cohen, Erica Friedman & David Muller - 2004 - American Journal of Bioethics 4 (2):20 – 22.
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  • Pausing to consider recommendations for recasting the professionalism movement in academic medicine.Jeremy Sugarman - 2004 - American Journal of Bioethics 4 (2):16 – 17.
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  • Professionalism and Discourse: But Wait, There's More!Jamie L. Shirley & Stephen M. Padgett - 2004 - American Journal of Bioethics 4 (2):36-38.
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  • Formy profesjonalizmu lekarskiego i ich przydatność w edukacji moralnej studentów medycyny i młodych lekarzy.Kazimierz Szewczyk - 2018 - Diametros 16 (62):33-64.
    W pierwszej części artykułu charakteryzuję trzy rodzaje profesjonalizmu lekarskiego: profesjonalizm tradycyjny, odnowiony i kompleksowy. Omawiam także czynniki kulturowe, ekonomiczne i aksjologiczne wpływające na ich kształtowanie się. Stawiam tezę, że profesjonalizm kompleksowy ze względu na jego skomplikowanie i arbitralne wyodrębnianie elementów składowych jest nieprzydatny w edukacji moralnej studentów i lekarzy. W części drugiej rekonstruuję wady i zalety profesjonalizmu tradycyjnego i odnowionego. Uzasadniam pogląd, że najważniejsza zaleta profesjonalizmu wynika z jego ambiwalencji moralnej. Nie traktuję więc tej dwuznaczności jako wyłącznie wady. Lekarz profesjonalista (...)
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