Therapeutic empathy: what it is and what it isn't

被引:28
|
作者
Howick, Jeremy [1 ]
Bizzari, Valeria [2 ]
Dambha-Miller, Hajira [3 ]
机构
[1] Univ Oxford, Radcliffe Infirm Quarter, Nuffield Dept Primary Care Hlth Sci, Oxford OX2 6GG, England
[2] Heidelberg Univ, Klin Allgemeine Psychiat Poliklin, Vosstr 4, D-69115 Heidelberg, Germany
[3] Univ Cambridge, Dept Publ Hlth & Primary Care, Cambridge CB2 0SR, England
关键词
RANDOMIZED CONTROLLED-TRIAL; PATIENT; IMPACT; CARE;
D O I
10.1177/0141076818781403
中图分类号
R5 [内科学];
学科分类号
1002 ; 100201 ;
摘要
引用
下载
收藏
页码:233 / 236
页数:4
相关论文
共 50 条
  • [1] Therapeutic empathy: what it is and what it isn't (vol 111, pg 233, 2018)
    Howick, J.
    Bizzari, V
    Dambha-Miller, H.
    JOURNAL OF THE ROYAL SOCIETY OF MEDICINE, 2018, 111 (10) : 383 - 383
  • [2] From what isn't empathy to empathic learning process
    Keskin, Sevgi Coskun
    5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES, 2014, 116 : 4932 - 4938
  • [3] Overdiagnosis: what it is and what it isn't
    Brodersen, John
    Schwartz, Lisa M.
    Heneghan, Carl
    O'Sullivan, Jack William
    Aronson, Jeffrey K.
    Woloshin, Steven
    BMJ EVIDENCE-BASED MEDICINE, 2018, 23 (01) : 1 - 3
  • [4] Totipotency: What It Is and What It Isn't
    Condic, Maureen L.
    STEM CELLS AND DEVELOPMENT, 2014, 23 (08) : 796 - 812
  • [5] Neuroborreliosis: What Is It, What Isn't It?
    Halperin, John J.
    CLINICAL INFECTIOUS DISEASES, 2016, 63 (03) : 354 - 355
  • [6] What isn't there is there. What?
    Harper, Graeme
    NEW WRITING-THE INTERNATIONAL JOURNAL FOR THE PRACTICE AND THEORY OF CREATIVE WRITING, 2018, 15 (03): : 299 - 299
  • [7] FRAX®: WHAT IT IS AND WHAT IT ISN'T
    McCloskey, E.
    OSTEOPOROSIS INTERNATIONAL, 2009, 20 : 183 - 183
  • [8] Faith: What It Is and What It Isn't
    Lennan, Richard
    HORIZONS, 2011, 38 (01) : 134 - 135
  • [9] Hylomorphism: What It Is and What It Isn't
    Jaworski, William
    SCIENCE, REASON, AND RELIGION, 2012, 85 : 173 - 187
  • [10] Racism: What it is and what it isn't
    Blum L.
    Studies in Philosophy and Education, 2002, 21 (3) : 203 - 218