Passionate Medicine is a compelling record of the journeys of five doctors and two veterinary surgeons from conventional medicine to homeopathy. In search of truth and healing in their profession, the contributors challenge the shortcomings of conventional medical training and methods, in particular the notion that effective clinicians should be objective and emotionally detached. Their insightful autobiographical stories clearly demonstrate the cost of the `dehumanising' principle to the medical profession and argue for a more holistic, caring model that regards self-knowledge, passion and the ability to create successful practitioner-patient relationships as central to the healing process. The contributors make a convincing case for the inherent ability of people to heal themselves and for the changing role of the clinician from expert to facilitator. This book is a thoughtful and illuminating consideration of the relationship between the medical profession and alternative therapies, and will prove compelling reading for all trainee and practising medical professionals.

In Medicine: Preserving the Passion, Phil R. Manning, a pioneer and recognized authority in continuing medical education, and Lois DeBakey, a passionate advocate of critical reasoning and leading scholar in scientific communication, endeavor to shift the focus in lifelong learning from group exercises in a lecture hall to self-directed, practice-related activities. Al though most experts have applauded this new concept, few publications have addressed methods for implementation. The Manning-DeBakey book describes such methods as devised by outstanding clinicians and acade micians to obtain educational benefit from their clinical experience. Some techniques inspired by quality assurance, for example, these master cli nicians have used successfully to improve their knowledge, skills, and patient care. This book not only identifies the primary concerns in con tinuing medical education, but also offers sound recommendations and effective solutions and suggests future directions and approaches. The authors have analyzed the continuing educational practices of phy sicians in a wide range of environments, from small communities to the most acclaimed medical centers, and have extracted additional advice from the writings of past authorities like Osler. The resulting concepts will un doubtedly attract wide public attention. Office practice audit, self-directed learning, case indexing, patient education, computer-assisted education, and collegial networks, as well as regular reading, writing, and teaching, are among the successful methods described by physicians and surgeons who exemplify the highest standards of medical practice.

This book has helped and inspired physicians at all stages of their careers to get the most out of their professional and personal lives. This edition addresses how professionals are coping with changes in the practice of medicine effected by managed care. Through the eyes of these celebrated figures, readers will find ways of making their work both more effective and more enjoyable. This one-of-a-kind book will fascinate physicians, residents, and medical students seeking to preserve and enhance their passion for medicine.

“A fascinating journey into the heart and mind of a physician” that explores the doctor-patient relationship, the flaws in our health care system, and how doctors’ emotions impact medical care (Boston Globe) While much has been written about the minds and methods of the medical professionals who save our lives, precious little has been said about their emotions. Physicians are assumed to be objective, rational beings, easily able to detach as they guide patients and families through some of life’s most challenging moments. But understanding doctors’ emotional responses to the life-and-death dramas of everyday practice can make all the difference on giving and getting the best medical care. Digging deep into the lives of doctors, Dr. Danielle Ofri examines the daunting range of emotions—shame, anger, empathy, frustration, hope, pride, occasionally despair, and sometimes even love—that permeate the contemporary doctor-patient connection. Drawing on scientific studies, including some surprising research, Dr. Ofri offers up an unflinching look at the impact of emotions on health care. Dr. Ofri takes us into the swirling heart of patient care, telling stories of caregivers caught up and occasionally torn down by the whirlwind life of doctoring. She admits to the humiliation of an error that nearly killed one of her patients. She mourns when a beloved patient is denied a heart transplant. She tells the riveting stories of an intern traumatized when she is forced to let a newborn die in her arms, and of a doctor whose daily glass of wine to handle the frustrations of the ER escalates into a destructive addiction. Ofri also reveals that doctors cope through gallows humor, find hope in impossible situations, and surrender to ecstatic happiness when they triumph over illness.

Essential Skills for a Medical Teacher is a new book that will serve as a perfect introduction for new teachers to the exciting opportunities facing them, whether they are working in undergraduate, postgraduate or continuing education. It will also be of considerable use to more experienced teachers to review and assess their own practice and gain a new perspective on how best to facilitate their students' or trainees' learning. The contents are based on the authors’ extensive experience of what works in medical education, whether in teaching and curriculum planning or in the organisation of faculty development courses in medical education at basic and advanced levels. About the authors Ronald M Harden is General Secretary for the Association of Medical Education in Europe, Editor of Medical Teacher, former Professor of Medical Education, Director of the Centre for Medical Education and Teaching Dean at the University of Dundee, UK and Professor of Medical Education at Al-Imam University, Riyadh, Saudi Arabia. He is internationally recognised for his commitment to developing new approaches to medical education, curriculum planning and to teaching and learning. His contributions to excellence in medical education have attracted numerous awards. Jennifer M Laidlaw is Former Assistant Director of the Education Development Unit of the Scottish Council for Postgraduate Medical and Dental Education and the University of Dundee, UK. She has planned, organised and lead courses on medical education both in Dundee and overseas. She has acted as a medical education consultant for the World Health Organisation, the British Council, medical schools and colleges. The text provides hints drawn from practical experience to help teachers create powerful learning opportunities for their students, providing readable guidelines and introducing new techniques that potentially could be adopted for use in any teaching programme. Throughout the book introduces some key basic principles that underpin the practical advice that is given and which will help to inform teaching practice. This book will assist readers to reflect on and analyse with colleagues the different ways that their work as a teacher or trainer can be approached and how their student or trainee's learning can be made more effective.

Perfect for new teachers in undergraduate, postgraduate, or continuing education, as well as more experienced educators who want to assess, improve, and gain new perspectives on teaching and learning, Essential Skills for a Medical Teacher is a useful, easy-to-read professional resource. This book offers a concise introduction to the field of medical education, with key coverage of educational models and theory that can help inform teaching practice. Clear illustrations and practical tips throughout make it an excellent starting point for those new to the field of medical education or who want to facilitate more effective learning for their students or trainees. - Provides hints drawn from practical experience that help you create powerful learning opportunities for your students, with readable guidelines and new techniques that can be adopted for use in any teaching program. - Includes new coverage of "just-in-time" learning, entrustable professional activities, steps on introducing outcome/competency-based education, selecting a teaching method, programmatic assessment, self-assessment, the student and patient as partners in the education process, the changing role of the teacher, bringing about change, and the future of medical education. - Covers recent developments in our understanding of the relationship between learning and technology, as well as curriculum planning and curriculum mapping. - Offers practical advice from leading international expert Professor Ronald Harden and co-author Jennifer Laidlaw, who has designed and taught many courses for medical teachers. - Prompts you to reflect on your own performance as an educator, as well as analyze with colleagues the different ways that your work can be approached and how your students' or trainees' learning can be made more effective.