Research Topics
| William T BranchSummaryAffiliation: Emory University Country: USA Publications
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Detail Information
Publications
Role modeling humanistic behavior: learning bedside manner from the expertsPeter F Weissmann
Department of Medicine, Hennepin County Medical Center, University of Minnesota Medical School Twin Cities, Minneapolis, Minnesota 55415, USA
Acad Med 81:661-7. 2006..To answer this question, the authors studied how excellent clinical teachers impart the behaviors and attitudes consistent with humanistic care to their learners...
The importance of spirituality in African-Americans' end-of-life experienceWilliam T Branch
Emory University School of Medicine, Atlanta, GA 30303, USA
J Gen Intern Med 21:1203-5. 2006..This willingness to share indicates that physicians can learn about and validate such patients' spiritual sources of support...- Use of critical incident reports in medical education. A perspectiveWilliam T Branch
Department of Medicine, Emory University School of Medicine, Atlanta, GA 30303, USA
J Gen Intern Med 20:1063-7. 2005..The author recommends critical incident reports as an especially effective means to address learners' most deeply held values and attitudes in the context of their professional experiences... - Viewpoint: teaching respect for patientsWilliam T Branch
Department of Medicine, and Director, Division of General Medicine, Emory University School of Medicine, Atlanta, Georgia, USA
Acad Med 81:463-7. 2006.... - Feedback and reflection: teaching methods for clinical settingsWilliam T Branch
Division of General Medicine, Emory University School of Medicine, 1525 Clifton Road, Atlanta, GA 30322, USA
Acad Med 77:1185-8. 2002..When used well, reflection will promote the growth of the individual. While feedback is not used often enough, reflection is probably used even less... - An intervention to overcome clinical inertia and improve diabetes mellitus control in a primary care setting: Improving Primary Care of African Americans with Diabetes (IPCAAD) 8David C Ziemer
Division of Endocrinology and Metabolism, Department of Medicine, Emory University School of Medicine and Grady Health Systems, Atlanta, GA 30322, USA
Arch Intern Med 166:507-13. 2006..Similar approaches may aid health care provider behavior and improve diabetes outcomes in other primary care settings... - Diabetes management by residents in training in a municipal hospital primary care site (IPCAAD 2)Christopher D Miller
Divisions of Endocrinology and Metabolism, Department of Medicine, Emory University School of Medicine, Atlanta, Georgia, USA
Ethn Dis 15:649-55. 2005.... - An endocrinologist-supported intervention aimed at providers improves diabetes management in a primary care site: improving primary care of African Americans with diabetes (IPCAAD) 7Lawrence S Phillips
Division of Endocrinology, Department of Medicine, Emory University School of Medicine, Atlanta, GA, USA
Diabetes Care 28:2352-60. 2005..We asked whether interventions targeting clinical inertia can improve outcomes... 
The road to professionalism: reflective practice and reflective learningWilliam T Branch
Emory University School of Medicine, 49 Jesse Hill Jr Drive, Suite 446, Atlanta, GA 30303, United States
Patient Educ Couns 80:327-32. 2010..The educational programs addressed these goals in medical students, residents and young faculty members over a 22-year period. Evaluations enhanced understanding and documented outcomes of the programs...- Clinical inertia contributes to poor diabetes control in a primary care settingDavid C Ziemer
Division of Endocrinology, Department of Medicine, Emory University School of Medicine, Grady Health Systems, Atlanta, GA, USA
Diabetes Educ 31:564-71. 2005..To improve diabetes management and glycemic control nationwide, physicians in training and generalists must learn to overcome clinical inertia, to intensify therapy when appropriate, and to use insulin when clinically indicated... - A good clinician and a caring person: longitudinal faculty development and the enhancement of the human dimensions of careWilliam T Branch
Division of General Internal Medicine, 49 Jesse Hill Jr Drive, Suite 446, Atlanta, GA 30303, USA
Acad Med 84:117-25. 2009..To successfully design and implement longitudinal faculty development programs at five medical schools, and to determine whether faculty participants were perceived to be more effective humanistic teachers... - Hospitalists as teachersSunil Kripalani
Division of General Medicine, Emory University School of Medicine, Atlanta, GA 30303, USA
J Gen Intern Med 19:8-15. 2004..To compare evaluations of teaching effectiveness among hospitalist, general medicine, and subspecialist attendings on general medicine wards... - Exploring the psychometric properties of the humanistic teaching practices effectiveness questionnaire, an instrument to measure the humanistic qualities of medical teachersLia Suzanne Logio
Department of Medicine, Weill Cornell Medical College, New York, New York 10065, USA
Acad Med 86:1019-25. 2011.... - Medical care at the end of life: views of African American patients in an urban hospitalAlexia M Torke
Division of General Medicine, Emory University School of Medicine, Atlanta, Georgia 30303, USA
J Palliat Med 8:593-602. 2005..Such discussions should explore patients' desire for aggressive care, consider spiritual views and the importance of family in end-of-life decisions, and consider that some patients will not believe such discussions are necessary... - A workshop to teach medical students communication skills and clinical knowledge about end-of-life careAlexia M Torke
Department of Medicine, Emory University, Atlanta, GA 30303, USA
J Gen Intern Med 19:540-4. 2004..By 6 months, many students reported applying these skills to patient care in a way they thought was effective... - Wisdom in medicineWilliam T Branch
Division of General Internal Medicine, Department of Medicine, Emory University School of Medicine, 49 Jesse Hill Jr Drive, Atlanta, Georgia 30303, USA
Pharos Alpha Omega Alpha Honor Med Soc 74:12-7. 2011..This may follow from the types of activities discussed above. We believe that wisdom is underrecognized as a life goal for medical practitioners and teachers. It is the pinnacle that every doctor should strive to achieve... - Is Rorty's neopragmatism the "real" foundation of medical ethics: a search for foundational principlesWilliam T Branch
Emory University School of Medicine, 1525 Clifton Road, Atlanta, Georgia 30322, USA
Trans Am Clin Climatol Assoc 117:257-71; discussion 271. 2006..Compassion, caring, and respect for human dignity are needed as guides in addition to justice, beneficence, nonmaleficence and respect for autonomy... - African American patients' perspectives on medical decision makingAlexia M Torke
Division of General Medicine, Emory University School of Medicine, Atlanta, GA 30303, USA
Arch Intern Med 164:525-30. 2004..We sought to describe the perspectives of older African American patients in a primary care clinic as they consider a medical decision... - Building the case for cultural competenceInginia Genao
Division of General Medicine, Emory University School of Medicine, Atlanta, GA 30003, USA
Am J Med Sci 326:136-40. 2003..These factors include a greater appreciation for the impact of culture on health, changes in U.S. demographics, increased awareness in health care disparities, and modifications in legislative and accreditation mandates... - Through the looking glass: how reflective learning influences the development of young faculty membersStacy Higgins
Division of General Internal Medicine, Emory University School of Medicine, 49 Jesse Hill Jr Drive, Atlanta, GA 30303, USA
Teach Learn Med 23:238-43. 2011..Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues... - Teaching the teachers: national survey of faculty development in departments of medicine of U.S. teaching hospitalsJeanne M Clark
Department of Medicine, Welch Center for Prevention, Epidemiology, and Clinical Research, The Johns Hopkins University, 2024 Monument Street, Suite 2 600, Baltimore, MD 21205, USA
J Gen Intern Med 19:205-14. 2004..To determine the prevalence, topics, methods, and intensity of ongoing faculty development (FD) in teaching skills... - Little time for diabetes management in the primary care settingCatherine S Barnes
Divisions of Endocrinology and Metabolism, and General Internal Medicine, Department of Medicine, Emory University School of Medicine, Grady Health Systems, Atlanta, Georgia, USA
Diabetes Educ 30:126-35. 2004..Given the time pressures on the primary care practitioner and the need for better diabetes care, it is essential to teach an efficient but systematic approach to diabetes care... - Iterative method for learning skills as an efficient outpatient teacherDonald Brady
Department of Medicine, Emory University School of Medicine, Atlanta, Georgia, USA
Am J Med Sci 323:124-9. 2002..CONCLUSIONS: The sequence of steps involved in an outpatient teaching encounter, were defined, and the major choices to be made in the encounter were described... - "What's important to you?" The use of narratives to promote self-reflection and to understand the experiences of medical residentsDonald W Brady
Emory University, Atlanta, GA 30303, USA
Ann Intern Med 137:220-3. 2002 - The Improving Primary Care of African Americans with Diabetes (IPCAAD) project: rationale and designLawrence S Phillips
Division of Endocrinology, Department of Medicine, Emory University School of Medicine, Atlanta, GA 30322, USA
Control Clin Trials 23:554-69. 2002..We will compare two readily generalizable program interventions that should delineate approaches effective in a primary care setting as needed to improve care and prevent complications in urban African Americans with type 2 diabetes... - Teaching the psychosocial aspects of care in the clinical setting: practical recommendationsDavid E Kern
Division of General Internal Medicine, Johns Hopkins Bayview Medical Center B 235, 4940 Eastern Avenue, Baltimore, MD 21224 2780, USA
Acad Med 80:8-20. 2005..For these problems, where high-level evidence exists, specific psychosocial questions for screening and case finding are provided... - Outcomes of a national faculty development program in teaching skills: prospective follow-up of 110 medicine faculty development teamsThomas K Houston
University of Alabama at Birmingham School of Medicine, 35294, USA
J Gen Intern Med 19:1220-7. 2004..A recent Health Resources and Services Administration (HRSA)-funded national initiative trained 110 teams from U.S. teaching hospitals to implement local faculty development (FD) in teaching skills... - An emerging renaissance in medical educationWilliam T Branch
J Gen Intern Med 19:606-9. 2004 - Faculty development needsThomas K Houston
University of Alabama at Birmingham School of Medicine, Birmingham, Alabama 35294 3407, USA
J Gen Intern Med 19:375-9. 2004.... - What do doctors find meaningful about their work?Carol R Horowitz
Mount Sinai School of Medicine, Box 1077, One Gustave L Levy Place, New York, NY 10029, USA
Ann Intern Med 138:772-5. 2003 - Precepting humanism: strategies for fostering the human dimensions of care in ambulatory settingsCatherine F Gracey
General Medicine Unit, University of Rochester School of Medicine and Dentistry, 601 Elmwood Avenue, Rochester, NY 14642, USA
Acad Med 80:21-8. 2005..Through the effective use of these teaching strategies, one can promote the teaching of the human dimensions of care in the outpatient setting...