Can compassion be taught? A medical students' compassion discourse

Victoria Cathie; Katie Whan; Julia Montgomery; Claire Martin; Charlotte Ramage

Can compassion be taught? A medical students' compassion discourse

Victoria Cathie, Katie Whan, Julia Montgomery, Claire Martin, Charlotte Ramage

University of Brighton

Research output: Contribution to journal › Article › peer-review

Abstract

Universities of Brighton, Surrey and the Brighton and Sussex Medical School responded to a regional bid to provide compassion awareness training to the local health care workforce. An appreciative inquiry methodology was used to develop a toolkit which included a number of different activities focussed on the following pillars. Appreciate (best of what has been), imagine (what might be), determine (what should be) and finally create (what will be). One of the toolkit resources focussed on seeking and celebrating acts of compassion.

Original language	English
Journal	MedEdPublish
Publication status	Published - 5 Jun 2017

Bibliographical note

Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0): Free to copy and redistribute the material in any medium or format as long as the original author is acknowledged. May not be adapted (remix, transform, and build upon the material) and may not be used for commercial purposes unless the author’s permission is obtained.

Access to Document

MededPublish - 722.pdfFinal published version, 91.1 KBLicence: CC BY-NC-ND

https://www.mededpublish.org/manuscripts/722Licence: CC BY-NC-ND

Cite this

@article{1d3ef4f962ff41798f3f1147d6f941f8,

title = "Can compassion be taught? A medical students' compassion discourse",

abstract = "Universities of Brighton, Surrey and the Brighton and Sussex Medical School responded to a regional bid to provide compassion awareness training to the local health care workforce. An appreciative inquiry methodology was used to develop a toolkit which included a number of different activities focussed on the following pillars. Appreciate (best of what has been), imagine (what might be), determine (what should be) and finally create (what will be). One of the toolkit resources focussed on seeking and celebrating acts of compassion.",

author = "Victoria Cathie and Katie Whan and Julia Montgomery and Claire Martin and Charlotte Ramage",

note = "Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0): Free to copy and redistribute the material in any medium or format as long as the original author is acknowledged. May not be adapted (remix, transform, and build upon the material) and may not be used for commercial purposes unless the author{\textquoteright}s permission is obtained.",

year = "2017",

month = jun,

day = "5",

language = "English",

journal = "MedEdPublish",

issn = "2312-7996",

}

TY - JOUR

T1 - Can compassion be taught? A medical students' compassion discourse

AU - Cathie, Victoria

AU - Whan, Katie

AU - Montgomery, Julia

AU - Martin, Claire

AU - Ramage, Charlotte

N1 - Attribution-NonCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND 3.0): Free to copy and redistribute the material in any medium or format as long as the original author is acknowledged. May not be adapted (remix, transform, and build upon the material) and may not be used for commercial purposes unless the author’s permission is obtained.

PY - 2017/6/5

Y1 - 2017/6/5

N2 - Universities of Brighton, Surrey and the Brighton and Sussex Medical School responded to a regional bid to provide compassion awareness training to the local health care workforce. An appreciative inquiry methodology was used to develop a toolkit which included a number of different activities focussed on the following pillars. Appreciate (best of what has been), imagine (what might be), determine (what should be) and finally create (what will be). One of the toolkit resources focussed on seeking and celebrating acts of compassion.

AB - Universities of Brighton, Surrey and the Brighton and Sussex Medical School responded to a regional bid to provide compassion awareness training to the local health care workforce. An appreciative inquiry methodology was used to develop a toolkit which included a number of different activities focussed on the following pillars. Appreciate (best of what has been), imagine (what might be), determine (what should be) and finally create (what will be). One of the toolkit resources focussed on seeking and celebrating acts of compassion.

M3 - Article

SN - 2312-7996

JO - MedEdPublish

JF - MedEdPublish

ER -

Can compassion be taught? A medical students' compassion discourse

Abstract

Bibliographical note

Access to Document

Fingerprint

Cite this