Professional Literature

Effective Communication

Consensus Statements on Physician-Patient Communication

Duffy FD, Gordon GH, Whelan G, Cole-Kelly K, Frankel R. Assessing competence in communication and interpersonal skills. The Kalamazoo II Report. Acad Med. 2004;79(6):495-507.
Makoul G. Essential elements of communication in medical encounters. The Kalamazoo Consensus Statement. Acad Med. 2001;76(4):390-393.
Simpson M, Buckman R, Stewart M, et al. Doctor-patient communication. The Toronto consensus statement. BMJ. 1991;303(6814):1385-8.

Patient Outcomes

Bensing JM, Dronkers J. Instrumental and affective aspects of physician behavior. Med Care. 19992;30:283-98.
Frymoyer JW, Frymoyer NP. Physician-patient communication: a lost art? J Am Acad Orthop Surg. 2002;10(2):95-105.
Greenfield S, Kaplan SH, Ware JE Jr, Yano EM, Frank HJ. Patients’ participation in medical care: effects on blood sugar control and quality of life in diabetes. J Gen Intern Med. 1998;3:448-57.
Kaplan SH, Greenfield S, Ware JE. Assessing the effects of physician-patient interactions on the outcomes of chronic disease. Medl Care. 1989;27S:110-127.
Orth JE, Stiles WB, Scherwitz L, Hennritus D, Vallbona C. Patient exposition and provider explanation in routine interviews and hypertensive patients’ blood pressure control. Health Psychol. 1987;6:29-42.
Stewart MA. Effective physician-patient communication and health outcomes: a review. Can Med Assoc J. 1995;152:1423-33.

Health Disparities

Cooper LA, Hill MN, Powe NR. Designing and evaluating interventions to eliminate racial and ethnic disparities in health care. J Gen Intern Med. 2002;17:477-486.
Cooper LA, Roter DL, Johnson RL, Ford DE, Steinwachs DM, Powe NR. Patient-centered communication, ratings of care, and concordance of patient and physician race. Ann Intern Med. 2003;139:907-915.
Smedley BD, Stith AY, Nelson AR. Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care. Washington, DC: National Academies Press. 2003.

Medical Errors and Malpractice

Beckman HB, Markakis KM, Suchman AL, Frankel RM. The doctor-patient relationship and malpractice: Lessons from plaintiff depositions. Arch of Intern Med. 1994;154(12):1365-70.
Lester GW, Smith SG. Listening and talking to patients: a remedy for malpractice suits? Western J Med. 1993;58(3):268-72.
Levinson W, Roter DL, Mullooly JP, Dull VT, Frankel RM. Physician-patient communication: the relationship with malpractice claims among primary care physicians and surgeons. JAMA. 1997;277(7):553-559.
Sutcliffe KM, Lewton E, Rosenthal MM. Communication failures: an insidious contributor to medical mishaps. Acad Med. 2004;79(2):186-194.

System Quality and Safety

Committee on Quality of Health Care in America. Crossing the Quality Chasm: A New Health System of the 21st Century. Institute of Medicine. Washington, DC: National Academy Press. 2001.
Knaus WA, Drape EA, Wagner DP, Zimmerman JE. An evaluation of outcome from intensive care in major medical centers. Ann Intern Med. 1986;104:410-8.

Patient Satisfaction

Brody DS, Miller SM, Lerman CE, Smith DG, Lazaro CG, Blum MJ. The relationship between patients’ satisfaction with their physicians and perceptions about interventions they desired and received. Med Care. 1989;27(11):1027-35.
Korsch BM, Gozzi EK, Francis V. Gaps in doctor-patient communication I: Doctor-patient interaction and patient satisfaction. Pediatrics. 1968;42:855-871.
Safran DG, Montgomery JE, Chang H, Murphy J, Rogers WH. Switching doctors: Predictors of voluntary disenrollment from a primary care physician’s practice. J Fam Pract. 2001;50:130-136.

Physician Satisfaction

Suchman AL, Roter D, Green M, Lipkin M Jr. Physician satisfaction with primary care office visits: Collaborative Study Group of the American Academy on Physician and Patient. Med Care. 1993;31(12):1083-92.

Teaching and Learning

Maguire P, Fairbairn S, Fletcher C. Consultation skills of young doctors. Br Med J. 1986;292(15):1573-8.
Smith RC, Lyles JS, Mettler J, Stoffelmayr BE, Van Egeren LF, Marshall AA, et al. The effectiveness of intensive training for residents in interviewing. A randomized, controlled study. Ann Intern Med. 1998;128:118-126.
Zoppi K, Epstein R. Is communication a skill? Communication behaviors and being-in-relation. Fam Med. 2002;34(5):319-24.

Basic Clinical Skills

Using Science to Guide Diagnosis, Management, Therapeutics, and Prevention

Brueckner J, Gould D. Health science faculty members’ perceptions of curricular integration: Insights and obstacles. J Int Assoc Med Sci Educ. 2006;16:31-34.
Charlin B. The script concordance test: A tool to assess the reflective clinician. Teach Learn Med. 2000;12:189-195.
Derstine P. Implementing goals for non-cognitive outcomes within a basic science course. Acad Med. 2002 77:931-932.
Ganguly P. Teaching of anatomy in a problem-based curriculum at the Arabian Gulf University. Clin Anat. 2003;16:256-261.
Hudson J, Buckley P, McMillen I. Linking cardiovascular theory to practice in an undergraduate medical curriculum. Adv Physiol Educ. 2001;25:193-201.
Mandin H, Dauphinee W. Conceptual guidelines for developing and maintaining curriculum and examination objectives: The experience of the Medical Council of Canada. Acad Med. 2000;75:1031-1036.
Miller G. The assessment of clinical skills/competency/performance. Acad Med. 1990;65:63-67.
O’Brien K. Internal medicine clerkship directors’ opinion regarding clinical input in the preclinical years: The 2002 CDIM basic science survey results. Teach Learning Med. 2006;18:105-109.
Quillen D. Challenges and pitfalls of developing and applying a competency-based curriculum. Fam Med. 2001;33:652-654.
Sakles J, Maldonado R, Kumari V. Integration of basic sciences and clinical sciences in a clerkship: A pilot study. J Int Assoc Med Sci Educ 2006;16:4-9.
Shimura T. Implementation of integrated medical curriculum in Japanese medical schools. J Nippon Med Sch. 2004;71:11-16.
Shumway J and Harden R. The assessment of learning outcomes for the competent and reflective physician. Assoc Med Educ Europe Guide. 2003;25:569-584.
Smith S and Dollase R. Outcome-based education: Part 2–Planning, implementing and evaluating a competency-based curriculum. Med Teach. 1999;21:15-22.
Smith S, Dollase R, Boss J. Assessing students’ performances in a competency-based curriculum. Acad Med. 2003;78:97-107.
Spencer AL, Brosenitsch T, Levine AS, and SL Kanter. Back to the Basic Sciences: An Innovative Approach to Teaching Senior Medical Students How Best to Integrate Basic Science and Clinical Medicine. Acad. Med. 83:662-669, 2008.
Vari R. Endocrine physiology in a patient-centered learning curriculum. Adv Physiol Educ. 2001;25:241-248.
Walters M. Problem-based learning within endocrine physiology lectures. Adv Physiol Educ. 2001;25:225-227.

Lifelong Learning

Anderson MC. New opportunities to improve physicians’ lifelong learning. Acad Med. 1996;71(2):115-116.
Edwards R, Usher R. Lifelong learning: The postmodern condition of education. Adult Educ Q. 2001;51(4):273-278.
Elias J, Merriam S. Philosophical foundations of adult education. 2nd ed. Melbourne, FL: Krieger, 1995.
Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287(2):226-244.
Falk JH, Dierking LD. Lessons without limit: How free-choice learning is transforming education. Walnut Creek, CA: Altimira Press, 2002.
Finocchio LJ, Bailiff PJ, Grant RW, O’Neil EH. Professional competencies in the changing health care system: Physicians’ views on the importance and adequacy of formal training in medical school. Acad Med. 1995;70(11):1023-1028.
Fliegel JE, Frohna JG, Mangrulkar RS. A computer-based OSCE station to measure competence in evidence-based medicine skills in medical students. Acad Med. 2002;77(11):1157-1158.
Florance V, Giuse NB, Ketchell DS. Information in context: integrating information specialist into practice settings. JMLA. 2002;90(1):49-58.
Fox RC. The evolution of medical uncertainty. Milbank Meml Fund Q. 1980;58(1):1-49.
Fox RD, West RF. Developing medical student competence in lifelong learning: The contract learning approach. Med Ed. 1983;17(4):247-253.
Grow G. Teaching learners to be self-directed. Adult Quart. 1991;41:125-149.
Hojat M, Gonnella JS, Xu G. Gender comparisons of young physicians’ perceptions of their medical education, professional life, and practice: A follow-up of Jefferson Medical College graduates. Acad Med. 70:305-312.
Hojat M, Nasca TJ, Erdmann JB, Frisky AJ, Veloski JJ, Gonnella JS. An operational measure of physician lifelong learning: Its development, components and preliminary psychometric data. Med Teach. 2003; 25(4), 433-437.
King PM, Kitchener KS. Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass, 1994.
Kurbanoglu SS. Self-efficacy: a concept closely linked to information literacy and lifelong learning. J Documentation. 2003; 59(6), 635-646.
Litzelman DK, Cottingham A. The new formal competency-based curriculum and informal curriculum at Indiana University School of Medicine: Overview and five-year analysis. Acad Med. 2007;82(4):410-421.
Miflin BM, Campbell CB, Price DA. A lesson from the introduction of a problem-based, graduate entry course: The effects of different views of self-direction. Med Ed. 1999;33(11):801-807.
Miflin BM, Campbell CB, Price DA. A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula. Med Ed. 2000;34(4):299-306.
Oddi F. Development and validation of an instrument to identify self-directed continuing learners. Adult Educ Quart. 1986;36:97-107.
Paice E, Heard S, & Moss F. How important are role models in making good doctors? BMJ. 2002; 325(7366):707-710.
Peterson MW. Medical students’ use of information resources: Is the digital age dawning? Acad Med. 2004;79(1):89-95.
Pfeiffer CA, Ardolino AJ, Madray H. The impact of a curriculum renewal project on students’ performances on a fourth-year clinical skills assessment. Acad Med. 2001;76(2):173-175.
Pugnaire MP, Purwono U, Zanetti ML, Carlin MM. Tracking the longitudinal stability of medical students’ perceptions using the AAMC Graduation Questionnaire and serial evaluation surveys. Acad Med. 2004;79:S32-S35.
Renschler HE, Fuchs U. Lifelong learning of physicians: Contributions of different educational phases to practice performance. Acad Med. 1993;68(2 Suppl):S57-S59.
Saranto K, Hovenga EJS. Information literacy—what is it about? Literature review of the concept and the context. Int J Med Inform. 2004;73:503-513.
Schmidt HG. Assumptions underlying self-directed learning may be false. Med Ed. 2000;34(4):243-245.
Schrock JW, Cydulka RK. Lifelong learning. Emerg Med Clin N Am. 2006;24:785-795.
Six J. The generality of the underlying dimensions of the Oddi continuing learning inventory. Adult Educ Q. 1989;40:43-51.
Slotnick HB. How doctors learn: The role of clinical problem solving across the medical-school- to-practice continuum. Acad Med. 1996;71(1):28-34.
Slotnick HB. How doctors learn: Physicians' self-directed learning episodes. Acad Med. 1999;74(10):1107-1117.
Slotnick HB. How doctors learn: Education and learning across the medical-school-to-practice trajectory. Acad Med. 2001;76(10):1013-26.
Slotnick HB, Kristjanson AF, Raszkowski RR, Moravec R. A note on mechanisms of action in physicians’ learning. Prof Educ Res Quart. 1998;19(2):5-12.
Slotnick HB, Mejicano G, Passin SM, Bailey A. The epidemiology of physician learning. Med Teach. 2002;24(3):304-312.
Smith SR, Dollase RH, Boss JA. Assessing students’ performances in a competency-based curriculum. Acad Med. 2003;78(1):97-107.
Titmus C. Concepts and practices of education and adult education: Obstacles to lifelong education and lifelong learning. Int J Lifelong Educ. 1999;8(5):343-354.
Tolnai S. Lifelong learning habits of physicians trained at an innovative medical school and a more traditional one. Acad Med. 1991;66(7):425-426.
Whittle SR, Murdoch-Eaton DG. Development of lifelong learning and self-evaluation skills through special study modules. Med Ed. 2001;35(11):1073-1074.

Self-Awareness, Self-Care, and Personal Growth

The Social and Community Contexts of Health Care

Moral Reasoning and Ethical Judgment

Problem Solving

Professionalism and Role Recognition

Professional Literature

Consensus Statements on Physician-Patient Communication

Patient Outcomes

Health Disparities

Medical Errors and Malpractice

System Quality and Safety

Patient Satisfaction

Physician Satisfaction

Teaching and Learning

Foundational Professionalism Readings

Teaching Professionalism