Sigall K Bell
Affiliation: Harvard University
- Longitudinal pedagogy: a successful response to the fragmentation of the third-year medical student clerkship experienceSigall K Bell
Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, Massachusetts 02215, USA
Acad Med 83:467-75. 2008....
- Accountability for medical error: moving beyond blame to advocacySigall K Bell
Department of Medicine, Beth Israel Deaconess Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, Boston, MA 02215, USA
Chest 140:519-26. 2011....
- Improving the patient, family, and clinician experience after harmful events: the "when things go wrong" curriculumSigall K Bell
Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
Acad Med 85:1010-7. 2010..Trainees' widespread experience with error highlights the need for a disclosure curriculum early in medical education. Educational initiatives focusing on communication after harm should target teachers and students...
- Student voices in Readers' Theater: exploring communication in the hidden curriculumSigall K Bell
Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA 02215, USA
Patient Educ Couns 80:354-7. 2010..We developed a workshop for medical educators to identify how the hidden curriculum models (or fails to model) effective communication skills...
- Disclosure, apology, and offer programs: stakeholders' views of barriers to and strategies for broad implementationSigall K Bell
Beth Israel Deaconess Medical Center of Harvard Medical School, Boston, MA 02215
Milbank Q 90:682-705. 2012..Examples of DA&O programs, however, are few...
- Teaching medical students about obesity: a pilot program to address an unmet need through longitudinal relationships with bariatric surgery patientsDavid H Roberts
Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA
Surg Innov 18:176-83. 2011..A novel pilot program to begin teaching medical students about care of the obese patient was developed and student attitudes toward obesity and bariatric surgery were assessed...
- The hidden curriculum: what can we learn from third-year medical student narrative reflections?Elizabeth H Gaufberg
Harvard Medical School, Cambridge Health Alliance, Cambridge, Massachusetts 02139, USA
Acad Med 85:1709-16. 2010..To probe medical students' narrative essays as a rich source of data on the hidden curriculum, a powerful influence shaping the values, roles, and identity of medical trainees...
- Disclosing harmful medical errors to patients: tackling three tough casesThomas H Gallagher
Department of Medicine, Thomas University of Washington, Seattle, WA 98105, USA
Chest 136:897-903. 2009..Continued discussion within the medical profession about applying disclosure principles to real-world cases can help to better meet patients' and families' needs following medical errors...
- Inviting patients to read their doctors' notes: a quasi-experimental study and a look aheadTom Delbanco
Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA 02215, USA
Ann Intern Med 157:461-70. 2012..Little information exists about what primary care physicians (PCPs) and patients experience if patients are invited to read their doctors' office notes...
- Guilty, afraid, and alone--struggling with medical errorTom Delbanco
Harvard Medical School and Beth Israel Deaconess Medical Center, Boston, USA
N Engl J Med 357:1682-3. 2007