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  1. The quarantine of philosophy in medical education: Why teaching the humanities may not produce humane physicians.William E. Stempsey - 1999 - Medicine, Health Care and Philosophy 2 (1):3-9.
    Patients increasingly see physicians not as humane caregivers but as unfeeling technicians. The study of philosophy in medical school has been proposed to foster critical thinking about one's assumptions, perspectives and biases, encourage greater tolerance toward the ideas of others, and cultivate empathy. I suggest that the study of ethics and philosophy by medical students has failed to produce the humane physicians we seek because of the way the subject matter is quarantined in American medical education. First, the liberal arts (...)
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  • Autopathography and Depression: Describing the 'Despair Beyond Despair'. [REVIEW]Stephen T. Moran - 2006 - Journal of Medical Humanities 27 (2):79-91.
    The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, emphasizes diagnosis and statistically significant commonalities in mental disorders. As stated in the Introduction, “[i]t must be admitted that no definition adequately specifies precise boundaries for the concept of ‘mental disorder’ ” (DSM-IV, 1994, xxi). Further, “[t]he clinician using DSM-IV should ... consider that individuals sharing a diagnosis are likely to be heterogeneous, even in regard to the defining features of the diagnosis, and that boundary cases will be difficult to (...)
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