References
- Davids T. 2021. Constitution of the World Health Organisation. Retrieved 10 August, 2021, from WHO website: https://www.who.int/about/governance/constitution.
- Anjum RL, Copeland S, Rocca E. Introduction: why is philosophy relevant for clinical practice?. In: Anjum RL, Copeland S, Rocca E, editors. Rethinking Causality, Complexity and Evidence for the Unique Patient: A CauseHealth Resource for Healthcare Professionals and the Clinical Encounter. Cham: Springer International Publishing; 2020, p. 3–11.
- Tonelli MR, Upshur REG. A philosophical approach to addressing uncertainty in medical education. Acad Med. 2019;94(4):507–511. doi:https://doi.org/10.1097/ACM.0000000000002512.
- Tonelli MR, Bluhm R. Teaching medical epistemology within an evidence-based medicine curriculum. Teach Learn Med. 2021;33(1):98–105. doi:https://doi.org/10.1080/10401334.2020.1835666.
- Veen M. Wrestling with (in)authenticity. Perspect Med Educ. 2021;10(3):141–144. doi:https://doi.org/10.1007/s40037-021-00656-x. Epub 2021 Mar 16. PMID: 33725315; PMCID: PMC8187704.
- Gelhaus P. The desired moral attitude of the physician: (III) care. Med Health Care Philos. 2013;16(2):125–139. doi:https://doi.org/10.1007/s11019-012-9380-1.
- Laughey WF, Brown MEL, Dueñas AN, et al. How medical school alters empathy: student love and break up letters to empathy for patients. Med Educ. 2021;55(3):394–403. doi:https://doi.org/10.1111/medu.14403.
- Sinclair S, Norris JM, McConnell SJ, et al. Compassion: a scoping review of the healthcare literature. BMC Palliat Care. 2016;15:6. doi:https://doi.org/10.1186/s12904-016-0080-0.
- Zaidi Z, Razack S, Kumagai AK. Professionalism revisited during the pandemics of our time: COVID-19 and racism. Perspect Med Educ. 2021;10(4):238–244. doi:https://doi.org/10.1007/s40037-021-00657-w. Epub 2021 Mar 18. PMID: 33738767; PMCID: PMC7971352.
- Kant I. Critique of Pure Reason. Rev. ed. New York: Colonial Press; 1899.
- Rietmeijer CBT, Veen M. Phenomenological research in health professions education: tunneling from both ends. Teach Learn Med. 2022;34(1):113–121. doi:https://doi.org/10.1080/10401334.2021.1971989.
- Bal M. Travelling Concepts in the Humanities: A Rough Guide. Toronto: University of Toronto Press; 2002, p. xvi, 369p.
- Veen M, van der Tuin I. When I say… travelling concepts. Med Educ. 2021;55(2):146–147. doi:https://doi.org/10.1111/medu.14400.
- Heidegger M. Being and Time. London: SCM Press; 1927, p. 1962.
- Safranski R. Martin Heidegger: Between Good and Evil. Harvard: Harvard University Press; 2011.
- Tomkins L, Eatough V. Meanings and manifestations of care: a celebration of hermeneutic multiplicity in Heidegger. Human Psychol. 2013;41 (1):4–24. doi:https://doi.org/10.1080/08873267.2012.694123.
- Askitopoulou H, Vgontzas AN. The relevance of the Hippocratic Oath to the ethical and moral values of contemporary medicine. Part I: the Hippocratic Oath from antiquity to modern times. Eur Spine J. 2018;27(7):1481–1490. doi:https://doi.org/10.1007/s00586-017-5348-4.
- Sandars J. The use of reflection in medical education: AMEE Guide No. 44. Med Teach. 2009;31(8):685–695. doi:https://doi.org/10.1080/01421590903050374.
- Muller JZ. The Tyranny of Metrics. First paperback edition. ed. Princeton: Princeton University Press; 2019, p. xxiii. 220p.
- Hodges BD. Sea monsters & whirlpools: navigating between examination and reflection in medical education. Med Teach. 2015;37(3):261–266. doi:https://doi.org/10.3109/0142159X.2014.993601.
- Veen M, Skelton J, de la Croix A. Knowledge, skills and beetles: respecting the privacy of private experiences in medical education. Perspect Med Educ. 2020;9(2):111–116. doi:https://doi.org/10.1007/s40037-020-00565-5.
- Laughey WF, Brown MEL, Finn GM. I’m sorry to hear that’-empathy and empathic dissonance: the perspectives of PA students. Med Sci Educ. 2020;30:1–10.
- Kunanitthaworn N, Wongpakaran T, Wongpakaran N, et al. Factors associated with motivation in medical education: a path analysis. BMC Med Educ. 2018;18(1):140. doi:https://doi.org/10.1186/s12909-018-1256-5.
- Kusurkar RA. Autonomous motivation in medical education. Med Teach. 2019;41(9):1083–1084. doi:https://doi.org/10.1080/0142159X.2018.1545087.
- Heidegger M, Boss M. Zollikon Seminars: protocols, Conversations, Letters. Evanston, Ill.: Northwestern University Press; 2001, p. xxxiii, 360p.
- Totality and Infinity: An Essay on Exteriority. Alphonso Lingis (trans.), Pittsburgh: Duquesne University Press; 1969.
- Ball SJ. Foucault, Power, and Education. New York, NY: Routledge; 2013.
- de Beauvoir S. The Second Sex. New York, NY: Routledge; 1949, p. 2009.
- Stiegler B. Taking Care of Youth and the Generations. Stanford, Calif.: Stanford University Press; 2010.
- Stiegler B, Ross D. What Makes Life Worth Living: On Pharmacology. English edition. Cambridge, UK: Polity; 2013.
- Zaidi Z, Partman IM, Whitehead CR, Kuper A, Wyatt TR. Contending with our racial past in medical education: a foucauldian perspective. Teach Learn Med. 2021;33(4):453–462. doi:https://doi.org/10.1080/10401334.2021.1945929.
- Neumann M, Edelhäuser F, Tauschel D, et al. Empathy decline and its reasons: a systematic review of studies with medical students and residents. Acad Med. 2011;86(8):996–1009. doi:https://doi.org/10.1097/ACM.0b013e318221e615.PMID: 21670661.
- Schaepkens SPC, Veen M, de la Croix A. Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research. Adv Health Sci Educ Theory Pract. 2021; Nov 12. doi:https://doi.org/10.1007/s10459-021-10082-7.