By the Bedside of the Patient: Lessons for the Twenty-First-Century Physician
(eBook)

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Published
The University of North Carolina Press, 2016.
Format
eBook
ISBN
9781469626673
Status
Available Online

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Language
English

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Citations

APA Citation, 7th Edition (style guide)

Nortin M. Hadler., & Nortin M. Hadler|AUTHOR. (2016). By the Bedside of the Patient: Lessons for the Twenty-First-Century Physician . The University of North Carolina Press.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Nortin M. Hadler and Nortin M. Hadler|AUTHOR. 2016. By the Bedside of the Patient: Lessons for the Twenty-First-Century Physician. The University of North Carolina Press.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Nortin M. Hadler and Nortin M. Hadler|AUTHOR. By the Bedside of the Patient: Lessons for the Twenty-First-Century Physician The University of North Carolina Press, 2016.

MLA Citation, 9th Edition (style guide)

Nortin M. Hadler, and Nortin M. Hadler|AUTHOR. By the Bedside of the Patient: Lessons for the Twenty-First-Century Physician The University of North Carolina Press, 2016.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work ID12c1be60-9ccb-f2a4-0d92-88a16c1012bd-eng
Full titleby the bedside of the patient lessons for the twenty first century physician
Authorhadler nortin m
Grouping Categorybook
Last Update2024-05-15 02:01:12AM
Last Indexed2024-05-25 02:38:33AM

Book Cover Information

Image Sourcehoopla
First LoadedMay 4, 2024
Borrowed OnMay 4, 2024

Hoopla Extract Information

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    [synopsis] => In By the Bedside of the Patient, Nortin Hadler places current efforts to reform medical education--from the undergraduate level through residency programs and on to continuing medical education--in historical context. In doing so, he traces the evolution of medical school curricula, residency and fellowship programs, and the clinical practices they promoted. Hadler examines crucial junctures in history to locate the seeds for reform. Some believe that medical education and training should highlight literature, ethics, and culture, while others emphasize science and efficiency to abbreviate the time from entry to licensure. Neither of these approaches, Hadler argues, maintains or improves patient care, which should be at the core of medical education and practice. Hadler contends that most reform attempted thus far constitutes, at best, little more than a reshuffling of the basic curriculum and, at worst, an augmenting of medicine's predilection to measure, grade, and record. Examining generational changes in medical education, Hadler mines sixty years of training and practice to identify mistaken approaches and best practices. Ultimately, in the contemporary era of managed care, Hadler argues for a clinical practice that draws on the best available scientific knowledge, transmits the wisdom of experienced clinicians, reforges an empathetic relationship between physician and patient, and treats each patient as an individual--all centered on restoring the mandate to care.
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