Ahluwalia, S., Murray, E., Stevenson, F., Kerr, C., & Burns, J. (2010). A heartbeat moment: A qualitative study of GP views of patients bringing health information from the internet to a consultation. British Journal of General Practice,
Anderson, W. G., Alexander, S. C., Rodriguez, K. L., Jeffreys, A. S., Olsen, M. K., Pollak, K. I., et al. (2008). “What concerns me is…” Expression of emotion by advanced cancer patients during outpatient visits. Supportive Care in Cancer,
Angoff, N. (2001). A piece of my mind: Crying in the curriculum. Journal of the American Medical Association,
Artino, A., & Durning, S. (2011). It’s time to explore the role of emotion in medical students’ learning [Letter to the editor]. Academic Medicine,
Back, A., Arnold, R., Baile, W., Tulsky, J., Barley, G., Pea, R., et al. (2009). Faculty development to change the paradigm of communication skills teaching in oncology. Journal of Clinical Oncology,
Back, A., Arnold, R., Tulsky, J., Baile, W., & Fryer-Edwards, K. (2003). Teaching communication skills to medical oncology fellows. Journal of Clinical Oncology,
Beach, M., & Inui, T. (2006). Relationship-centered care: A constructive reframing. Journal of General Internal Medicine,
Braddock, C., Eckstrom, E., & Haidet, P. (2004). The ‘new revolution’ in medical education: Fostering professionalism and patient-centred communication in the contemporary environment. Journal of General Internal Medicine,
Browning, D., Meyer, E., Truog, R., & Solomon, M. (2007). Difficult conversations in health care: Cultivating relational learning to address the hidden curriculum. Academic Medicine,
Christianson, C., McBride, R., Vari, R., Olson, L., & Wilson, H. (2007). From traditional to patient-centered learning: Curriculum change as an intervention for changing institutional culture and promoting professionalism in undergraduate medical education. Academic Medicine,
Clark, J., Houston, T., Branch, K., Levine, R., & Kern, D. (2004). Teaching the teachers: National survey of faculty development in departments of medicine of US teaching hospitals. Journal of General Internal Medicine,
Connelly, J. E. (2005). Narrative possibilities: Using mindfulness in clinical practice. Perspectives in Biology and Medicine,
Coulehan, J. (2005). Viewpoint: Today’s professionalism: Engaging the mind but not the heart. Academic Medicine,
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.
Decety, J., & Lamm, C. (2006). Human empathy through the lens of social neuroscience. Scientific World Journal,
Dobie, S. (2007). Viewpoint: Reflections on a well-traveled path: Self-awareness, mindful practice, and relationship-centered care as foundations for medical education. Academic Medicine,
Elnicki, D. M. (2011). It’s time to explore the role of emotion in medical students’ learning [Letter to the editor]. Academic Medicine,
Epstein, R. (1999). Mindful practice. JAMA: The Journal of the American Medical Association,
Epstein, R., Siegel, D., & Silberman, J. (2008). Self monitoring in clinical practice: A challenge for medical educators. Journal of Continuing Education in the Health Professions,
Ford, S., Fallowfield, L., & Lewis, S. (1996). Doctor-patient interactions in oncology. Social Science and Medicine,
Giroux, H. A., & Penna, A. N. (1979). Social education in the classrooom: The dynamics of the hidden curriculum. Theory and Research in Social Education,
Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam.
Gow, L., & Kember, D. (1993). Conceptions of teaching and their relationship to student learning. British Journal of Educational Psychology,
Hafferty, F. W. (1998). Beyond curriculum reform: Confronting medicine’s hidden curriculum. Academic Medicine,
Haidet, P., & Stein, H. (2006). The role of the student-teacher relationship in the formation of physicians. Journal of General Internal Medicine,
Hall, E. (1976). Beyond culture. Garden City, NY: Anchor Press/Doubleday.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education,
Kasman, D. L., Fryer-Edwards, K., & Braddock, C. H. I. (2003). Educating for professionalism: Trainees’ emotional experiences on IM and pediatrics inpatient wards. Academic Medicine,
Kennifer, S. L., Alexander, S. C., Pollak, K. I., Jeffreys, A. S., Olsen, M. K., Rodriguez, K. L., et al. (2009). Negative emotions in cancer care: Do oncologists’ responses depend on severity and type of emotion? Patient Education and Counseling,
Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion,
Knowles, M. (1990). The adult learner: A neglected species (4th ed.). Houston, TX: Gulf Publishing.
Kruijver, I., Kerkstra, A., Bensing, J., & van de Wiel, H. (2001). Communication skills of nurses during interactions with simulated cancer patients. Journal of Advanced Nursing,
Landsbergis, P. A., Cahill, J., & Schnall, P. (1999). The impact of lean production and related new systems of work organization on worker health. Journal of Occupational Health Psychology,
Langdale, L., Schaad, D., Wipf, J., Marshall, S., Vontver, L., & Scott, C. (2003). Preparing graduates for the first year of residency: Are medical schools meeting the need? Academic Medicine,
Linnenbrink, E. A. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review,
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology,
Lortie, D. C. (1975). Schoolteacher: A sociological study (2nd ed.). Chicago, Il: University of Chicago Press.
Lown, B., & Manning, C. (2010). The Schwartz center rounds: Evaluation of an interdisciplinary approach to enhancing patient-centered communication, teamwork, and provider support. Academic Medicine,
Lown, B., & Manning, C. (2011). Medical students need compassion too. Academic Medicine,
Ludwig, D. S., & Kabat-Zinn, J. (2008). Mindfulness in medicine. Journal of the American Medical Association,
Maguire, P. (1985). Barriers to psychological care of the dying. British Medical Journal,
Martin, J. R. (1976). What should we do with a hidden curriculum when we find one? Curriculum Inquiry,
McCroskey, J. C., Richmond, V. P., & McCroskey, L. L. (2006). An introduction to communication in the classroom: The role of communication in teaching and training. Boston, MA: Allyn & Bacon.
Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly,
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education,
Moorman, C., & Matulich, E. (1993). A model of consumers’ preventive health behaviors: The role of health motivation and health ability. The Journal of Consumer Research,
Oatley, K., & Jenkins, J. (1996). Understanding emotions. Cambridge, MA: Blackwell.
Palmer, P. (1998). The courage to teach. San Francisco, CA: Jossey-Bass.
Pollak, K. I., Arnold, R. M., Jeffreys, A. S., Alexander, S. C., Olsen, M. K., Abernethy, A. P., et al. (2007). Oncologist communication about emotion during visits with patients with advanced cancer. Journal of Clinical Oncology,
Pololi, L., Clay, M., Lipkin, M. Jr., Hewson, M., Kaplan, C., & Frankel, R. (2001). Reflections on integrating theories of adult education into a medical school faculty development course. Medical Teacher,
Pololi, L., & Knight, S. (2005). Mentoring faculty in academic medicine. Journal of General Internal Medicine,
Redinbaugh, E., Sullivan, A., Block, S., Gadmer, N., Lakoma, M., Mitchell, A., et al. (2003). Doctors’ emotional reactions to recent death of a patient: Cross sectional study of hospital doctors. British Medical Journal,
Rodis, P. P. T., O’Donnell, J. F., Boyle, W. E., Jr, & Bell, J. R. (2011). Medical students need compassion too. Academic Medicine,
Roter, D. L., Frankel, R. M., Hall, J. A., & Sluyter, D. (2006). The expression of emotion through nonverbal behavior in medical visits. Journal of General Internal Medicine,
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist,
Salzman, C. D., & Fusi, S. (2010). Emotion, cognition, and mental state representation in amygdala and prefrontal cortex. Annual Review of Neuroscience,
Schwartz Center for Compassionate Healthcare. (n.d.) Schwartz Center rounds
. Retrieved from http://www.theschwartzcenter.org/ViewPage.aspx?pageId=20
Scott Rigby, C., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion,
Seabrook, M. (2004). Intimidation in medical education: Students’ and teachers’ perspectives. Studies in Higher Education,
Shapiro, J. (2008). Walking a mile in their patients’ shoes: Empathy and othering in medical students’ education. Philosophy, Ethics, & Humanities In Medicine,
Shapiro, J. (2011). Perspective: Does medical education promote professional alexithymia? A call for attending to the emotions of patients and self in medical training. Academic Medicine,
Shapiro, S., Schwartz, G., & Bonner, G. (1998). Effects of mindfulness-based stress reduction on medical and premedical students. Journal of Behavioral Medicine,
Shelton, C. M., & Stern, R. (2004). Understanding emotions in the classroom. Port Chester, NY: Dude Publishing.
Skiles, J. (2005). Teaching professionalism: A medical student’s opinion. Clinical teacher,
Speca, M., Carlson, L. E., Goodey, E., & Angen, M. (2000). A randomized, wait-list controlled clinical trial: The effect of a mindfulness meditation-based stress reduction program on mood and symptoms of stress in cancer outpatients. Psychosomatic Medicine,
Stern, D. (1998). In search of the informal curriculum: When and where professional values are taught. Academic Medicine,
Stewart, M. (1995). Effective physician-patient communication and health outcomes: A review. Canadian Medical Association Journal,
Stewart, M., Brown, J., Weston, W., McWhinney, I., McWilliam, C., & Freeman, T. (1995). Patient-centred medicine: Transforming the clinical method. Thousand Oaks, CA: Sage.
Street, R. L., Makoul, G., Arora, N. K., & Epstein, R. M. (2009). How does communication heal? Pathways linking clinician-patient communication to health outcomes. Patient Education and Counseling,
Suchman, A., Sluyter, D., & Williamson, P. (Eds.). (2011). Leading change in healthcare: Transforming organizations using complexity, positive psychology and relationship-centered care. London, UK: Radcliffe.
Swanwick, T. (2008). See one, do one, then what? Faculty development in postgraduate medical education. Postgraduate Medical Journal,
Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005). International Journal of Lifelong Education,
Teven, J. J., & McCroskey, J. C. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education,
Wall, D., & McAleer, S. (2000). Teaching the consultant teachers: Identifying the core content. Medical Education,
Wright, S., Kern, D., Kolodner, K., Howard, D., & Brancati, F. (1998). Attributes of excellent attending-physician role models. New England Journal of Medicine,