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In this thorough revision, updating, and expansion of his great
2007 book, Empathy in Patient Care, Professor Hojat offers all of
us in healthcare education an uplifting magnum opus that is sure to
greatly enhance how we conceptualize, measure, and teach the
central professional virtue of empathy. Hojat's new Empathy in
Health Professions Education and Patient Care provides students and
professionals across healthcare with the most scientifically
rigorous, conceptually vivid, and comprehensive statement ever
produced proving once and for all what we all know intuitively -
empathy is healing both for those who receive it and for those who
give it. This book is filled with great science, great
philosophizing, and great 'how to' approaches to education. Every
student and practitioner in healthcare today should read this and
keep it by the bedside in a permanent place of honor. Stephen G
Post, Ph.D., Professor of Preventive Medicine, and Founding
Director of the Center for Medical Humanities, Compassionate Care,
and Bioethics, School of Medicine, Stony Brook University Dr. Hojat
has provided, in this new edition, a definitive resource for the
evolving area of empathy research and education. For those engaged
in medical student or resident education and especially for those
dedicated to efforts to improve the patient experience, this book
is a treasure trove of primary work in the field of empathy.
Leonard H. Calabrese, D.O., Professor of Medicine, Cleveland Clinic
Lerner College of Medicine of Case Western Reserve University The
latest edition of Empathy in Health Professions Education and
Patient Care grounds the clinical art of empathic caring in the
newly recognized contributions of brain imagery and social
cognitive neuroscience. Furthermore, it updates the accumulating
empirical evidence for the clinical effects of empathy that has
been facilitated by the widespread use of the Jefferson Scale of
Empathy, a generative contribution to clinical research by this
book's author. In addition, the book is so coherently structured
that each chapter contributes to an overall understanding of
empathy, while also covering its subject so well that it could
stand alone. This makes Empathy in Health Professions Education and
Patient Care an excellent choice for clinicians, students,
educators and researchers. Herbert Adler, M.D., Ph.D. Clinical
Professor of Psychiatry and Human Behavior,Sidney Kimmel Medical
College at Thomas Jefferson University It is my firm belief that
empathy as defined and assessed by Dr. Hojat in his seminal book
has far reaching implications for other areas of human interaction
including business, management, government, economics, and
international relations. Amir H. Mehryar, Ph.D., Emeritus Professor
of Behavioral Sciences and Population Studies, Institute for
Research and Training in Management and Planning, Tehran, Iran
In this thorough revision, updating, and expansion of his great
2007 book, Empathy in Patient Care, Professor Hojat offers all of
us in healthcare education an uplifting magnum opus that is sure to
greatly enhance how we conceptualize, measure, and teach the
central professional virtue of empathy. Hojat's new Empathy in
Health Professions Education and Patient Care provides students and
professionals across healthcare with the most scientifically
rigorous, conceptually vivid, and comprehensive statement ever
produced proving once and for all what we all know intuitively -
empathy is healing both for those who receive it and for those who
give it. This book is filled with great science, great
philosophizing, and great 'how to' approaches to education. Every
student and practitioner in healthcare today should read this and
keep it by the bedside in a permanent place of honor. Stephen G
Post, Ph.D., Professor of Preventive Medicine, and Founding
Director of the Center for Medical Humanities, Compassionate Care,
and Bioethics, School of Medicine, Stony Brook University Dr. Hojat
has provided, in this new edition, a definitive resource for the
evolving area of empathy research and education. For those engaged
in medical student or resident education and especially for those
dedicated to efforts to improve the patient experience, this book
is a treasure trove of primary work in the field of empathy.
Leonard H. Calabrese, D.O., Professor of Medicine, Cleveland Clinic
Lerner College of Medicine of Case Western Reserve University The
latest edition of Empathy in Health Professions Education and
Patient Care grounds the clinical art of empathic caring in the
newly recognized contributions of brain imagery and social
cognitive neuroscience. Furthermore, it updates the accumulating
empirical evidence for the clinical effects of empathy that has
been facilitated by the widespread use of the Jefferson Scale of
Empathy, a generative contribution to clinical research by this
book's author. In addition, the book is so coherently structured
that each chapter contributes to an overall understanding of
empathy, while also covering its subject so well that it could
stand alone. This makes Empathy in Health Professions Education and
Patient Care an excellent choice for clinicians, students,
educators and researchers. Herbert Adler, M.D., Ph.D. Clinical
Professor of Psychiatry and Human Behavior,Sidney Kimmel Medical
College at Thomas Jefferson University It is my firm belief that
empathy as defined and assessed by Dr. Hojat in his seminal book
has far reaching implications for other areas of human interaction
including business, management, government, economics, and
international relations. Amir H. Mehryar, Ph.D., Emeritus Professor
of Behavioral Sciences and Population Studies, Institute for
Research and Training in Management and Planning, Tehran, Iran
Human beings, regardless of age, sex, or state of health, are
designed by evolution to form meaningful interpersonal
relationships through verbal and nonverbal communication. The theme
that empathic human connections are beneficial to the body and mind
underlies all 12 chapters of this book, in which empathy is viewed
from a multidisciplinary perspective that includes evolutionary
biology; neuropsychology; clinical, social, developmental, and
educational psychology; and health care delivery and education.
Human beings are designed by evolution to form meaningful
interpersonal relationships through verbal and nonverbal
communication. This principle is the same whether the individual is
male or female; an infant, a child, an adolescent, or an adult; or
healthy or sick. The theme that empathic human connections are
beneficial to the body and mind underlies all 12 chapters of this
book, in which empathy is viewed from a multidisciplinary
perspective that includes evolution; neuropsychology; clinical,
social, developmental, and educational psychology; and health care
delivery and education. Some theoretical aspects of antecedents,
development, and outcomes of empathy are discussed, and relevant
studies and empirical findings are presented in support of the
theoretical discussion. The following comments have been made about
this book by experts and scholars: Dr. Hojat wisely provides an
agenda for future research ranging from selecting prospective
medical students for their empathy to evaluating the
neurobiological components of empathy and compassion. Hojat's
utopia wisely provides goals which medical practitioners and
teachers can ponder and try to reach for in their daily activities.
Yale University School of Medicine (Excerpted from the book's
foreword). This book is unique in combining an encyclopedic
overview of empathy with a fine-grained, precise way of measuring
it. Clinicians, researchers, students, and educators will find in
this book both a resource for work already done and a blueprint for
what still needs to be done. - Herbert Adler, M.D., Ph.D., Clinical
Professor of Psychiatry and Human Behavior, Jefferson Medical
College. This book should be essential reading for all those
engaged in medical education. The author writes clearly and covers
the broad area of empathy, with theoretical depth and practical
suggestions based on his own research and that of others. He is a
foremost leader in this field and his book sets a standard for all
to follow. - Marvin Zuckerman, Ph.D., Emeritus Professor of
Psychology, University of Delaware. This book is a scholarly
achievement in the field. All will benefit from its
comprehensiveness. - Joseph Gonnella, M.D., Emeritus Dean and
Distinguished Professor of Medicine, Jefferson Medical College.
This book assembles research findings accumulated over the span of
half a century from the Jefferson Longitudinal Study (JLS). This
study, initiated in 1970, is the most comprehensive, extensive, and
uninterrupted longitudinal study of medical students and graduates
maintained in a single medical school. The study was based on the
conviction that medical schools have a social responsibility and
ethical obligation to monitor the quality of their educational
programs, to assess their educational outcomes, and to ensure that
their educational goals have been achieved for the purposes of
public safety. The JLS has resulted in a large number of
publications in professional peer-reviewed journals and
presentations in national and international meetings. Some medical
schools have expressed interest in learning more about the JLS,
requesting copies of the instruments we used in the study,
information about how to set up a longitudinal study of medical
education, and other needed resources. In response to a request
from Academic Medicine [2011, 86(3), p. 404], we prepared and
published in that journal a schematic snapshot of the JLS for those
interested in a model for the development of a longitudinal study
of medical students and graduates. The JLS is well-known to the
medical education research communities. A recent Google search
using keywords "Jefferson Longitudinal Study" resulted in 1,550,000
hits, an indication of its broad popularity among researchers. At
the present time, the JLS database contains academic information,
assessments, and educational and career outcomes for 13,343 medical
students and graduates of Sidney Kimmel (formerly Jefferson)
Medical College of Thomas Jefferson University. There are presently
502 variables in the JLS analytic database. This book presents a
collection of 207 abstracts of major publications from peerreviewed
journals, books, and book chapters in which data and information
from the JLS were used. In this book, we classified the abstracts,
based on their primary contents, into the following categories:
Admissions of the Applicants to Medical School (e.g., standardized
tests, academic preparation, other admission variables).
Demographic Composition (e.g., gender, age, race/ethnicity).
Performance Evaluations in Medical School (e.g., preclinical and
clinical phases). Postgraduate and Career (e.g., assessment of
clinical competence in residency training, career choice,
specialization, professional activities). Psychosocial Attributes
(e.g., personal qualities, indicators of physical and mental
well-being). Professionalism (e.g., assessment of elements of
professionalism in medicine, such as clinical empathy, attitudes
toward interprofesssional collaboration, and orientation.
This book assembles research findings accumulated over the span of
half a century from the Jefferson Longitudinal Study (JLS). This
study, initiated in 1970, is the most comprehensive, extensive, and
uninterrupted longitudinal study of medical students and graduates
maintained in a single medical school. The study was based on the
conviction that medical schools have a social responsibility and
ethical obligation to monitor the quality of their educational
programs, to assess their educational outcomes, and to ensure that
their educational goals have been achieved for the purposes of
public safety. The JLS has resulted in a large number of
publications in professional peer-reviewed journals and
presentations in national and international meetings. Some medical
schools have expressed interest in learning more about the JLS,
requesting copies of the instruments we used in the study,
information about how to set up a longitudinal study of medical
education, and other needed resources. In response to a request
from Academic Medicine [2011, 86(3), p. 404], we prepared and
published in that journal a schematic snapshot of the JLS for those
interested in a model for the development of a longitudinal study
of medical students and graduates. The JLS is well-known to the
medical education research communities. A recent Google search
using keywords "Jefferson Longitudinal Study" resulted in 1,550,000
hits, an indication of its broad popularity among researchers. At
the present time, the JLS database contains academic information,
assessments, and educational and career outcomes for 13,343 medical
students and graduates of Sidney Kimmel (formerly Jefferson)
Medical College of Thomas Jefferson University. There are presently
502 variables in the JLS analytic database. This book presents a
collection of 207 abstracts of major publications from peerreviewed
journals, books, and book chapters in which data and information
from the JLS were used. In this book, we classified the abstracts,
based on their primary contents, into the following categories:
Admissions of the Applicants to Medical School (e.g., standardized
tests, academic preparation, other admission variables).
Demographic Composition (e.g., gender, age, race/ethnicity).
Performance Evaluations in Medical School (e.g., preclinical and
clinical phases). Postgraduate and Career (e.g., assessment of
clinical competence in residency training, career choice,
specialization, professional activities). Psychosocial Attributes
(e.g., personal qualities, indicators of physical and mental
well-being). Professionalism (e.g., assessment of elements of
professionalism in medicine, such as clinical empathy, attitudes
toward interprofesssional collaboration, and orientation.
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