REFERENCES
- Balint, E. (1969). The possibilities of patient-centered medicine. The Journal of the Royal College of General Practitioners, 17, 269–276.
- Balint, M. (1957). The doctor, his patient and the illness. New York, NY: International Universities Press.
- Charon, R. (2001). Narrative medicine: A model for empathy, reflection, profession, and trust. JAMA, 286, 1897–1902. doi:https://doi.org/10.1001/jama.286.15.1897
- Charon, R., & Marcus, E. R. (2017). The principles and practice of narrative medicine. Oxford, UK: Oxford University Press.
- Coulehan, J., & Williams, P. C. (2001). Vanquishing virtue: The impact of medical education. Academic Medicine, 76, 598–605. doi:https://doi.org/10.1097/00001888-200106000-00008
- Dunhill, D., Schmidt, S., & Klein, R. (2014). Motivational interviewing interventions in graduate medical education: A systematic review of the evidence. Journal of Graduate Medical Education, 6, 222–236. doi:https://doi.org/10.4300/jgme-d-13-00124.1
- Egnew, T. R., & Wilson, H. J. (2010). Faculty and medical students’ perceptions of teaching and learning about the doctor–Patient relationship. Patient Education and Counseling, 79, 199–206. doi:https://doi.org/10.1016/j.pec.2009.08.012
- Hafferty, F. W., Gaufberg, E. H., & O’Donnell, J. F. (2015). The role of the hidden curriculum in “on doctoring” courses. AMA Journal of Ethics, 17, 129–137. doi:https://doi.org/10.1001/virtualmentor.2015.17.2.medu1.1502
- Hall, J. A., & Schwartz, R. (2019). Empathy present and future. The Journal of Social Psychology, 159, 225–243. doi:https://doi.org/10.1080/00224545.2018.1477442
- Hojat, M., Vergare, M. J., Maxwell, K., Brainard, G., Herrine, S. K., Isenberg, G. A., … Gonnella, J. S. (2009). The devil is in the third year: A longitudinal study of erosion of empathy in medical school. Academic Medicine, 84, 1182–1191. doi:https://doi.org/10.1097/ACM.0b013e3181b17e55
- Johnson, A. H. (2001). The Balint movement in America. Family Medicine, 33, 174–177.
- Koponen, J., Pyörälä, E., & Isotalus, P. (2014). Communication skills for medical students: Results from three experiential methods. Simulation & Gaming, 45, 235–254. doi:https://doi.org/10.1177/1046878114538915
- Kotsou, I., Mikolajczak, M., Heeren, A., Grégoire, J., & Leys, C. (2019). Improving emotional intelligence: A systematic review of existing work and future challenges. Emotion Review, 11, 151–165. doi:https://doi.org/10.1177/1754073917735902
- Kurtz, S., Silverman, J., & Draper, J. (2005). Teaching and learning communication skills in medicine (2nd ed.). Oxford, UK: Radcliffe Publishing.
- Leonard, P. (2017). Exploring ways to manage healthcare professional patient communication issues. Supportive Care in Cancer, 25(S1), 7–9. doi:https://doi.org/10.1007/s00520.017
- Lichtenstein, A., Antoun, J., Rule, C., Knowlton, K., & Sternlieb, J. (2018). Mapping the Balint groups to the accreditation council for graduate medical education family medicine competencies. The International Journal of Psychiatry in Medicine, 53, 47–58. doi:https://doi.org/10.1177/0091217417745294
- Lipkin, M. (1995). Performing the medical interview. In M. Lipkin Jr., S. Putnan, & A. Lazare (Eds.), The medical interview (pp. 65–82). New York, NY: Springer.
- Mangione, S., Chakraborti, C., Staltari, G., Harrison, R., Tunkel, A. R., Liou, K. T., … Kahn, M. J. (2018). Medical students’ exposure to the humanities correlates with positive personal qualities and reduced burnout: A multi institutional U.S. survey. Journal of General Internal Medicine, 33, 628–634. doi:https://doi.org/10.1007/s11606-017-4275-8
- Marcum, J. A. (2013). The role of empathy and wisdom in medical practice and pedagogy: Confronting the hidden curriculum. Journal of Biomedical Education, 1–8. doi:https://doi.org/10.1155/2013/923810
- Marinker, M. (1972). A teachers’ workshop. Journal of the Royal College of General Practitioners, 22, 551–559. PMID:508562.
- Meldrum, H., & Apple, R. (in press, 2020). Listening Instruction in Medical Education. In D. L. Worthington & G. D. Bodie, Handbook of listening. West Sussex, U.K.: Wiley-Blackwell.
- Miller, W. R., & Moyers, T. B. (2017). Motivational interviewing and the clinical science of Carl Rogers. Journal of Consulting and Clinical Psychology, 85, 757–766. doi:https://doi.org/10.1037/ccp0000179
- Mizrahi, T. (1985). Getting rid of patients: Contradictions in the socialisation of internists to the doctor-patient relationship. Sociology of Health & Illness, 7, 214–235. doi:https://doi.org/10.1111/1467.9566.ep10949079
- Muench, J. (2018). Balint work and the creation of medical knowledge. The International Journal of Psychiatry in Medicine, 53, 15–23. doi:https://doi.org/10.1177/0091217417745288
- Nease, D. E., Jr, Lichtenstein, A., Pinho-Costa, L., & Hoedebecke, K. (2018). Balint 2.0: A virtual Balint group for doctors around the world. The International Journal of Psychiatry in Medicine, 53, 115–125. doi:https://doi.org/10.1177/0091217418765036
- Nichols, R. G., & Stevens, L. A. (1957). The busy executive spends 80-percent of his time-listening to people-and still doesn’t hear half of what is said. Harvard Business Review, 35, 85–92.
- Paice, E. (2002). How important are role models in making good doctors? British Medical Journal, 325(7366), 707–710. doi:https://doi.org/10.1136/bmj.325.7366.707
- Plotkin, J. B., & Shochet, R. (2018). Beyond words: What can help first year medical students practice effective empathic communication? Patient Education and Counseling, 101, 2005–2010. doi:https://doi.org/10.1016/j.pec.2018.07.013
- Rogers, C. (1980). A way of being. Boston, MA: Houghton Mifflin.
- Rogers, C. R., & Farson, R. E. (1957). Active listening. Industrial Relations Center of the University of Chicago, Chicago, IL: University of Chicago.
- Salinsky, J. (2002). The balint movement worldwide: present state and future outlook: a brief history of balint around the world. The American Journal Of Psychoanalysis, 62(4), 327-335.
- Salinsky, J., & Jenkins, G. C. (1994). Counselling in general practice. The British Journal of General Practice, 44, 194–195. PMID: 8204329.
- Satterfield, J. M., & Hughes, E. (2007). Emotion skills training for medical students: A systematic review. Medical Education, 41, 935–941. doi:https://doi.org/10.1111/j.1365.2923.2007.02835
- Scott, C. P., Milberg, L., & Addison, R. (2018). Characterizing the good-enough Balint group: A work in progress. The International Journal of Psychiatry in Medicine, 53, 70–74. doi:https://doi.org/10.1177/0091217417745297
- 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, 86, 326–332. doi:https://doi.org/10.1097/ACM.0b013e3182088833
- Shield, R. R., Tong, I., Tomas, M., & Besdine, R. W. (2011). Teaching communication and compassionate care skills: An innovative curriculum for pre-clerkship medical students. Medical Teacher, 33, e408–e416. doi:https://doi.org/10.3109/0142159x.2011.586748
- Sleight, P. (1995). Teaching communication skills: Part of medical education? Journal of Human Hypertension, 9, 67–69. PMID:7731005.
- Sulmasy, D. P. (2000). Should medical schools be schools for virtue? Journal of General Internal Medicine, 15, 514–516. doi:https://doi.org/10.1046/j.1525.1497.2000.05007.x
- Tagawa, M. (2016). Effects of undergraduate medical students’ individual attributes on perceptions of encounters with positive and negative role models. BMC Medical Education, 16, 164. doi:https://doi.org/10.1186/s12909-016-0686-1
- Taylor, C., Farver, C., & Stoller, J. K. (2011). Perspective: Can emotional intelligence training serve as an alternative approach to teaching professionalism to students? Academic Medicine, 86, 1551–1554. doi:https://doi.org/10.1097/acm.0b013e318235aa76
- Vashisht, R., Singh, K., & Sharma, S. (2018). Emotional intelligence and its relationship with conflict management and occupational stress: A meta-analysis. Pacific Business Review International, 11, 30–38.
- Warmington, S. (2011). Practising engagement: Infusing communication with empathy and compassion in medical students’ clinical encounters. Health: an Interdisciplinary Journal for the Social Study of Health, Illness, and Medicine, 16, 327–342. doi:https://doi.org/10.1177/1363459311416834
- Yazdankhahfard, M., Haghani, F., Omid, A., & Scheidt, C. E. (2019). Clinical teacher’s experiences of the influence of participation in the Balint group on their work life in clinical settings: A qualitative study. Annals of Medical and Health Sciences Research, 9, 575–585.