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2026, Número P5

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Acta Med 2026; 24 (P5)


La virtud de la fortaleza en la educación médica: clave para la formación integral de los profesionales de la salud

Fabregat JR

Idioma: Español
Referencias bibliográficas: 22
Paginas: 634-636
Archivo PDF: 360.78 Kb.


RESUMEN

Sin resumen.


REFERENCIAS (EN ESTE ARTÍCULO)

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  2. Aquinas T. Summa Theologica. Translated by Fathers of the EnglishDominican Province. New York: Benziger Brothers; 1947.

  3. Isaacs D. La educación de las virtudes humanas y su evaluación.10ma ed. Madrid: Palabra; 2011.

  4. Epstein RM, Hundert EM. Defining and assessing professionalcompetence. JAMA. 2002; 287 (2): 226-235. doi: 10.1001/jama.287.2.226.

  5. Dyrbye LN, Shanafelt TD. A narrative review on burnout experiencedby medical students and residents. Med Educ. 2016; 50 (1): 132-149.doi: 10.1111/medu.12927.

  6. Wald HS. Professional identity (trans)formation in medical education:reflection, relationship, resilience. Acad Med. 2015; 90 (6): 701-706.doi: 10.1097/ACM.0000000000000731.

  7. Maslach C, Leiter MP. Early predictors of job burnout and engagement.J Appl Psychol. 2008; 93 (3): 498-512. doi: 10.1037/0021-9010.93.3.498.

  8. West CP, Dyrbye LN, Shanafelt TD. Physician burnout: contributors,consequences and solutions. J Intern Med. 2018; 283 (6): 516-529.doi: 10.1111/joim.12752.

  9. Shanafelt TD, Bradley KA, Wipf JE, Back AL. Burnout and self-reportedpatient care in an internal medicine residency program. Ann InternMed. 2002; 136 (5): 358-367. doi: 10.7326/0003-4819-136-5-200203050-00008.

  10. Thomas NK. Resident burnout. JAMA. 2004; 292 (23): 2880-2889.doi: 10.1001/jama.292.23.2880.

  11. Cruess RL, Cruess SR, Steinert Y. Role modelling--making the mostof a powerful teaching strategy. BMJ. 2008; 336 (7646): 718-721.doi: 10.1136/bmj.39503.757847.BE.

  12. Frei E, Stamm M, Buddeberg-Fischer B. Mentoring programs formedical students--a review of the PubMed literature 2000-2008.BMC Med Educ. 2010; 10: 32. doi: 10.1186/1472-6920-10-32.

  13. Sambunjak D, Straus SE, Marusic A. Mentoring in academic medicine:a systematic review. JAMA. 2006; 296 (9): 1103-1115. doi: 10.1001/jama.296.9.1103.

  14. Cho CS, Ramanan RA, Feldman MD. Defining the ideal qualities ofmentorship: a qualitative analysis of the characteristics of outstandingmentors. Am J Med. 2011; 124 (5): 453-458. doi: 10.1016/j.amjmed.2010.12.007.

  15. Pellegrino ED. Professionalism, profession and the virtues of the goodphysician. Mt Sinai J Med. 2002; 69 (6): 378-384.

  16. Meier DE, Back AL, Morrison RS. The inner life of physicians and careof the seriously ill. JAMA. 2001; 286 (23): 3007-3014. doi: 10.1001/jama.286.23.3007.

  17. Sulmasy DP. Professionalism and the healing relationship. J Clin Ethics.2015; 26 (4): 331-338.

  18. Branch WT. Teaching professional and humanistic values: suggestionfor a practical and theoretical model. Patient Educ Couns. 2015; 98(2): 162-167. doi: 10.1016/j.pec.2014.10.022.

  19. Coulehan J. Viewpoint: today’s professionalism: engaging themind but not the heart. Acad Med. 2005; 80 (10): 892-898. doi:10.1097/00001888-200510000-00004.

  20. Dobkin PL, Hutchinson TA. Teaching mindfulness in medical school:where are we now and where are we going? Med Educ. 2013; 47(8): 768-779. doi: 10.1111/medu.12200.

  21. West CP. Physician well-being: expanding the triple aim. J Gen InternMed. 2016; 31 (5): 458-459. doi: 10.1007/s11606-016-3641-2.

  22. Hodges BD, Ginsburg S, Cruess R, Cruess S, Delport R, Hafferty F,et al. Assessment of professionalism: recommendations from theOttawa 2010 Conference. Med Teach. 2011; 33 (5): 354-363. doi:10.3109/0142159X.2011.577300.




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