J Donald Boudreau
Biographic Data
| ID | 301614 |
|---|---|
| NAME | J Donald Boudreau |
| GIVEN NAMES | J Donald |
| FAMILY NAME | Boudreau |
| SIGNATURE | BOUDREAU J D |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0003-0826-9015 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Discovering clinical phronesis
Phronesis is often described as a ‘practical wisdom’ adapted to the matters of everyday human life. Phronesis enables one to judge what is at stake in a situation and what means are required to bring about a good outcome. In medicine, phronesis tends to be called upon to deal with ethical issues and to offer a critique of clinical practice as a straightforward instrumental application of scientific knowledge. There is, however, a paucity of empir…
Threshold concepts in group-based mentoring and implications for faculty development
INTRODUCTION: The literature on faculty development programs for mentors is scarce. This study examines mentors' experiences and challenges, with the aim of identifying threshold concepts in mentoring. It also discusses the implications for the faculty development of mentors. METHODS: Semi-structured interviews solicited personal narratives and reflections on mentors' lived experiences. Data analysis was guided by the threshold concepts framework…
Ethical Criteria for the Admission and Management of Patients in the ICU Under Conditions of Limited Medical Resources
Este artículo se encuentra disponible en la siguiente URL: https://www.frontiersin.org/articles/10.3389/fpubh.2020.00284/full
Clinical Teachers’ Perceptions of Their Role in Professional Identity Formation
PURPOSE: A fundamental goal of medical education is supporting learners in forming a professional identity. While it is known that learners perceive clinical teachers to be critically important in this process, the latter's perspective is unknown. This study sought to understand how clinical teachers perceive their influence on the professional identity formation of learners. METHOD: In 2017, a research assistant conducted 16 semistructured inter…
A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents
Recent calls to focus on identity formation in medicine propose that educators establish as a goal of medical education the support and guidance of students and residents as they develop their professional identity. Those entering medical school arrive with a personal identity formed since birth. As they proceed through the educational continuum, they successively develop the identity of a medical student, a resident, and a physician. Each indivi…
Reframing Medical Education to Support Professional Identity Formation
Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional identity formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the de…
The Humanities in Medical Education
Lost and Found in Translation
Translation issues emerged from a qualitative study, conducted in French and English, that gathered patient perspectives on a newly implemented undergraduate medical curriculum entitled Physicianship: The Physician as Professional and Healer. French-speaking participants were interviewed using a translated interview guide, originally developed in English. A major finding that francophone participants contested the idea of the physician-healer in …
Lost and Found in Translation
Translation issues emerged from a qualitative study, conducted in French and English, that gathered patient perspectives on a newly implemented undergraduate medical curriculum entitled Physicianship: The Physician as Professional and Healer. French-speaking participants were interviewed using a translated interview guide, originally developed in English. A major finding that francophone participants contested the idea of the physician-healer in …
The Humanities in Medical Education
Lost and Found in Translation
Translation issues emerged from a qualitative study, conducted in French and English, that gathered patient perspectives on a newly implemented undergraduate medical curriculum entitled Physicianship: The Physician as Professional and Healer. French-speaking participants were interviewed using a translated interview guide, originally developed in English. A major finding that francophone participants contested the idea of the physician-healer in …
Reframing Medical Education to Support Professional Identity Formation
Teaching medical professionalism is a fundamental component of medical education. The objective is to ensure that students understand the nature of professionalism and its obligations and internalize the value system of the medical profession. The recent emergence of interest in the medical literature on professional identity formation gives reason to reexamine this objective. The unstated aim of teaching professionalism has been to ensure the de…
The Humanities in Medical Education
A Schematic Representation of the Professional Identity Formation and Socialization of Medical Students and Residents
Recent calls to focus on identity formation in medicine propose that educators establish as a goal of medical education the support and guidance of students and residents as they develop their professional identity. Those entering medical school arrive with a personal identity formed since birth. As they proceed through the educational continuum, they successively develop the identity of a medical student, a resident, and a physician. Each indivi…
Ethical Criteria for the Admission and Management of Patients in the ICU Under Conditions of Limited Medical Resources
Este artículo se encuentra disponible en la siguiente URL: https://www.frontiersin.org/articles/10.3389/fpubh.2020.00284/full
Clinical Teachers’ Perceptions of Their Role in Professional Identity Formation
PURPOSE: A fundamental goal of medical education is supporting learners in forming a professional identity. While it is known that learners perceive clinical teachers to be critically important in this process, the latter's perspective is unknown. This study sought to understand how clinical teachers perceive their influence on the professional identity formation of learners. METHOD: In 2017, a research assistant conducted 16 semistructured inter…
Threshold concepts in group-based mentoring and implications for faculty development
INTRODUCTION: The literature on faculty development programs for mentors is scarce. This study examines mentors' experiences and challenges, with the aim of identifying threshold concepts in mentoring. It also discusses the implications for the faculty development of mentors. METHODS: Semi-structured interviews solicited personal narratives and reflections on mentors' lived experiences. Data analysis was guided by the threshold concepts framework…
Discovering clinical phronesis
Phronesis is often described as a ‘practical wisdom’ adapted to the matters of everyday human life. Phronesis enables one to judge what is at stake in a situation and what means are required to bring about a good outcome. In medicine, phronesis tends to be called upon to deal with ethical issues and to offer a critique of clinical practice as a straightforward instrumental application of scientific knowledge. There is, however, a paucity of empir…
Medicine (7 works) · Innovations in Medical Education (5 works) · Medical education (5 works) · Psychology (5 works) · Empathy and Medical Education (4 works) · Pedagogy (4 works) · Clinical Reasoning and Diagnostic Skills (3 works) · Computer Science (3 works) · Identity formation (3 works) · Qualitative research (3 works)