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dc.contributor.authorAriso Salgado, José María (1)
dc.date2018-03-14
dc.date.accessioned2018-06-28T09:52:29Z
dc.date.available2018-06-28T09:52:29Z
dc.identifier.issn1472-6920
dc.identifier.urihttps://reunir.unir.net/handle/123456789/6630
dc.description.abstractMost scholars agree that empathy is one of the keys for medical education, but it is not yet clear precisely how this term should be defined. Currently, the predominant tendency in this area consists in considering empathy within the context of narrative medicine or, more specifically, within the interaction theory instead of the simulation theory of empathy. A significant development of the interaction theory is "second-order empathy". After describing the outlines of this kind of empathy, I suggest that the practitioner should also inquire about the patient's certainties - in Wittgenstein's sense - in order the better to enrich and understand her narrative. Besides offering examples of how certainties may contribute to reaching a clearer perspective of the patient's narratives and, thus, to strengthen second-order empathy with her, guidelines are provided to train medical students in identifying such certainties.es_ES
dc.language.isoenges_ES
dc.publisherBMC Medical Educationes_ES
dc.relation.ispartofseries;vol. 18, nº 35
dc.relation.urihttps://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-018-1145-yes_ES
dc.rightsopenAccesses_ES
dc.subjectcertaintyes_ES
dc.subjectempathyes_ES
dc.subjectmedical educationes_ES
dc.subjectnarrativees_ES
dc.subjectpatient carees_ES
dc.subjectJCRes_ES
dc.subjectScopuses_ES
dc.titleEnhancing second-order empathy in medical practice by supplementing patients' narratives with certaintieses_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.1186/s12909-018-1145-y


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