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007			cr nn nnnaamaa
008			190128s2019 gw | o |||| 0|eng d
020			_a9783030112110
024	7		_a10.1007/978-3-030-11211-0 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aR772 _b2019 EB
100	1		_aJeffrey, David Ian _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9674187
245	1	0	_aExploring Empathy with Medical Students / _cDavid Ian Jeffrey.
250			_aFirst edition 2019
264		1	_aCham _bSpringer International Publishing : _bImprint: Palgrave Macmillan _c2019
300			_a recurso en línea (XII, 238 páginas) _b2 ilustraciones, 1 ilustraciones a color
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_atext file _bPDF
505	0		_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.
520	3		_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).
988			_aSpringer_Psychology_2019
650		7	_aMédicos _xFormación profesional _zGran Bretaña _2embne _9171786
650		7	_aPsicología médica _2embne _9143840
650		7	_aEmpatía _2embne _9147385
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9783030112103
776	0	8	_iPrinted edition: _z9783030112127
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-11211-0 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b06/2020 _dz _eo _zSI