Jing Yu, Denise L Haynie, Stephen E Gilman
Patterns of Adverse Childhood Experiences and Neurocognitive Development
JAMA pediatrics
medical students show decline empathy ethical reasoning medical school marked clerkship believe part problem students skills ways relating necessary deal effectively overwhelming clinical experience clerkship mcgill university montreal starting january 2015 taught course mindful medical practice combines clinical focus combination mindfulness congruent relating aimed giving students skills ways function effectively clerkship course taught medical students groups 20 weekly 7 weeks 6 months immediately prior clerkship time students open learning skills need take effective care patients course well accepted students evidenced engagement evaluations comments essays write end course followup session simulation centre one year later students remember clearly enact taught course next steps conduct formal evaluation effect teaching involve combination qualitative methods clarify nature impact students quantitative assessment difference course makes students experience performance clerkship