Log in

Relevant bibliographies by topics / Medical Advocacy / Journal articles

To see the other types of publications on this topic, follow the link: Medical Advocacy.

Journal articles on the topic 'Medical Advocacy'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Medical Advocacy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Poulton, Alexander, and Heather Rose. "The importance of health advocacy in Canadian postgraduate medical education: current attitudes and issues." Canadian Medical Education Journal 6, no. 2 (December 11, 2015): e54-e60. http://dx.doi.org/10.36834/cmej.36665.

Full text

Abstract:

Background: Health advocacy is currently a key component of medical education in North America. In Canada, Health Advocate is one of the seven roles included in the Royal College of Physicians and Surgeons of Canada’s CanMEDS competency framework.Method: A literature search was undertaken to determine the current state of health advocacy in Canadian postgraduate medical education and to identify issues facing educators and learners with regards to health advocacy training.Results: The literature revealed that the Health Advocate role is considered among the least relevant to clinical practice by educators and learners and among the most challenging to teach and assess. Furthermore learners feel their educational needs are not being met in this area. A number of key barriers affecting health advocacy education were identified including limited published material on the subject, lack of clarity within the role, insufficient explicit role modeling in practice, and lack of a gold standard for assessment. Health advocacy is defined and its importance to medical practice is highlighted, using pediatric emergency medicine as an example.Conclusions: Increased published literature and awareness of the role, along with integration of the new 2015 CanMEDS framework, are important going forward to address concerns regarding the quality of postgraduate health advocacy education in Canada.

APA, Harvard, Vancouver, ISO, and other styles

2

Gohlke, Angela L., Katherine M. Murphy, Megan E. Cannell, David B. Ray, and Melinda J. Burnworth. "Igniting the Fire Within." Journal of Pharmacy Practice 26, no. 3 (April 3, 2013): 165–70. http://dx.doi.org/10.1177/0897190013482333.

Full text

Abstract:

Due to the expanding role of pharmacy in health care, it is imperative that pharmacy professionals work together to advocate for the profession. An English-language only literature search was conducted of the PubMed and Medline databases using the key words advocacy, grassroots, political action committee, lobbying, politics, political action, legislation, letter writing, pharmacy, pharmacist, Capitol Hill. Up-to-date information regarding pharmacy-specific advocacy was limited and difficult to locate. Information from the literature search was supplemented with interviews of professionals actively engaged in advocacy, personal experience, and Web sites of national pharmacy organizations. This primer ignites the fire for political advocacy within pharmacy professionals by reinforcing the significant impact that advocacy has on the profession and by providing information on how to become involved. The primer provides a comprehensive “pocket guide” of resources combined into an easy-to-use reference for pharmacy professionals and outlines a structured approach on how to become a pharmacy advocate, ranging from a minimal level of involvement to master political activist, and to promote interest among pharmacy professionals to become more engaged with advocacy. Even a small act of advocacy or volunteerism can transform a spark into a raging fire.

APA, Harvard, Vancouver, ISO, and other styles

3

Arya, N. "Advocacy as medical responsibility." Canadian Medical Association Journal 185, no. 15 (September 30, 2013): 1368. http://dx.doi.org/10.1503/cmaj.130649.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Luft, LeeAnne M. "The essential role of physician as advocate: how and why we pass it on." Canadian Medical Education Journal 8, no. 3 (July 4, 2017): e109-116. http://dx.doi.org/10.36834/cmej.36925.

Full text

Abstract:

There is consensus amongst regulatory and certifying associations that the role of physician as advocate is a fundamental competency for Canadian physicians. Understanding what advocacy is and looks like in daily practice is integral to achieving this competency. Identifying barriers and exploring how we as physicians acquire the skills of advocacy are discussed. The current state of advocacy in medical education is reviewed as the starting point for exploring how best to foster the skills of physician as advocate.

APA, Harvard, Vancouver, ISO, and other styles

5

Lavelle, C., M. Wen, M. McDonald, J. Sherbino, and J. Hulme. "LO36: The state of advocacy in postgraduate medical education: a literature review." CJEM 20, S1 (May 2018): S19. http://dx.doi.org/10.1017/cem.2018.98.

Full text

Abstract:

Introduction: Health advocacy training is an important part of emergency medicine practice and education. There is little agreement, however, about how advocacy should be taught and evaluated in the postgraduate context, and there is no consolidated evidence-base to guide the design and implementation of post-graduate health advocacy curricula. This literature review aims to identify existing models used for teaching and evaluating advocacy training, and to integrate these findings with current best-practices in medical education to develop practical, generalizable recommendations for those involved in the design of postgraduate advocacy training programs. Methods: Ovid MEDLINE and PubMed searches combined both MeSH and non-MeSH variations on advocacy and internship and residency. Forward snowballing that incorporated grey literature searches from accreditation agencies, residency websites and reports were included. Articles were excluded if unrelated to advocacy and postgraduate medical education. Results: 507 articles were identified in the search. A total of 108 peer reviewed articles and 38 grey literature resources were included in the final analysis. Results show that many regulatory bodies and residency programs integrate advocacy training into their mission statements and curricula, but they are not prescriptive about training methods or assessment strategies. Barriers to advocacy training were identified, most notably confusion about the definition of the advocate role and a lower value placed on advocacy by trainees and educators. Common training methods included didactic modules, standardized patient encounters, and clinical exposure to vulnerable populations. Longitudinal exposure was less common but appeared the most promising, often linked to scholarly or policy objectives. Conclusion: This review indicates that postgraduate medical education advocacy curricula are largely designed in an ad-hoc fashion with little consistency across programs even within a given discipline. Longitudinal curriculum design appears to engage residents and allows for achievement of stated outcomes. Residency program directors from emergency medicine and other specialties may benefit from promising models in pediatrics, and a shared portal with access to advocacy curricula and the opportunity to exchange ideas related to curriculum design and implementation.

APA, Harvard, Vancouver, ISO, and other styles

6

Breton, Jessica, Louis H. Francescutti, and Yousef Al-Weshahi. "Teaching the Role of Health Advocate: Reflections on two cross-cultural collaborative advocacy workshops for medical trainees and instructors in Oman." Sultan Qaboos University Medical Journal [SQUMJ] 18, no. 3 (December 19, 2018): 286. http://dx.doi.org/10.18295/squmj.2018.18.03.004.

Full text

Abstract:

In March 2014, medical educators from Canada and Oman collaborated to shape the foundation of health advocacy training in Oman. Using existing research and innovative tools, two workshops were developed, representing the first formalised approach to health advocacy for medical trainees in Oman. The development and application of the workshops highlighted many unique challenges and opportunities in advocacy training. This article summarises the process of developing and implementing the workshops as well as feedback from the participants and short-term consequences. Furthermore, this article seeks to explore the complexities of designing a cross-cultural curriculum. In particular, it reflects on how the role of health advocate may be perceived differently in various cultural and societal settings. Understanding and adapting to these influences is paramount to creating a successful health advocacy curriculum that is relevant to learners and responsive to the communities in which they work.Keywords: Patient Advocacy; Medical Education; Social Determinants of Health; Health Promotion; Problem-Based Learning; Cross-Cultural Comparison; Canada; Oman.

APA, Harvard, Vancouver, ISO, and other styles

7

Macara, Sandy. "Medical advocacy for the oppressed." Lancet 351, no. 9119 (June 1998): 1893. http://dx.doi.org/10.1016/s0140-6736(05)78848-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Wight, Jeremy. "Medical advocacy for the oppressed." Lancet 351, no. 9119 (June 1998): 1893. http://dx.doi.org/10.1016/s0140-6736(05)78849-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Benzie, Ronald J. "Medical advocacy for the oppressed." Lancet 351, no. 9119 (June 1998): 1893. http://dx.doi.org/10.1016/s0140-6736(05)78850-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Lancet, The. "Medical advocacy for the oppressed." Lancet 351, no. 9111 (April 1998): 1219. http://dx.doi.org/10.1016/s0140-6736(98)21017-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Ulmer, Brenda C. "Professional advocacy." AORN Journal 72, no. 1 (July 2000): 9–11. http://dx.doi.org/10.1016/s0001-2092(06)62030-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Wiseman, Susan J. "Patient Advocacy." AORN Journal 51, no. 3 (March 1990): 754–62. http://dx.doi.org/10.1016/s0001-2092(07)66621-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Dunst, I. P., and C. R. Thompson. "Medical technology and advocacy in Washington." IEEE Engineering in Medicine and Biology Magazine 12, no. 2 (June 1993): 30–31. http://dx.doi.org/10.1109/51.215041.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Baribeau, Danielle, Nasreen Ramji, Morgan Slater, and Karen Weyman. "An advocacy experience for medical students." Clinical Teacher 14, no. 1 (January 18, 2016): 15–19. http://dx.doi.org/10.1111/tct.12495.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Nicogossian, Arnauld, Bonnie Stabile, Otmar Kloiber, Thomas Zimmerman, and Charles R. Doarn. "Health Literacy and Medical Policy Advocacy." World Medical & Health Policy 7, no. 2 (June 2015): 99–100. http://dx.doi.org/10.1002/wmh3.137.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Belkowitz, Julia, Lee M. Sanders, Chi Zhang, Gauri Agarwal, Daniel Lichtstein, Alex J. Mechaber, and Esther K. Chung. "Teaching Health Advocacy to Medical Students." Journal of Public Health Management and Practice 20, no. 6 (2014): E10—E19. http://dx.doi.org/10.1097/phh.0000000000000031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Holman, Catherine White, and Joshua M. Goldberg. "Social and Medical Transgender Case Advocacy." International Journal of Transgenderism 9, no. 3-4 (September 2006): 197–217. http://dx.doi.org/10.1300/j485v09n03_09.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Wiltshire, Jacqueline, Kate Cronin, Gloria E. Sarto, and Roger Brown. "Self-Advocacy During the Medical Encounter." Medical Care 44, no. 2 (February 2006): 100–109. http://dx.doi.org/10.1097/01.mlr.0000196975.52557.b7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Barton, Amy J., and Susan J. Hockenberger. "Advocacy." Plastic Surgical Nursing 11, no. 2 (1991): 76–77. http://dx.doi.org/10.1097/00006527-199101120-00010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Best, Rachel Kahn. "Disease Politics and Medical Research Funding." American Sociological Review 77, no. 5 (September 30, 2012): 780–803. http://dx.doi.org/10.1177/0003122412458509.

Full text

Abstract:

In the 1980s and 1990s, single-disease interest groups emerged as an influential force in U.S. politics. This article explores their effects on federal medical research priority-setting. Previous studies of advocacy organizations’ political effects focused narrowly on direct benefits for constituents. Using data on 53 diseases over 19 years, I find that in addition to securing direct benefits, advocacy organizations have aggregate effects and can systemically change the culture of policy arenas. Disease advocacy reshaped funding distributions, changed the perceived beneficiaries of policies, promoted metrics for commensuration, and made cultural categories of worth increasingly relevant to policymaking.

APA, Harvard, Vancouver, ISO, and other styles

21

Girard-Pearlman Banack, Jeannine, Mathieu Albert, Niall Byrne, and Cassandra Walters. "A Conceptual Model for Teaching Social Responsibility and Health Advocacy: An Ambulatory/Community Experience (ACE)." Canadian Medical Education Journal 2, no. 2 (November 22, 2011): e53-e64. http://dx.doi.org/10.36834/cmej.36565.

Full text

Abstract:

Background: At a macro level, Social Responsibility and Social Accountability are explicit priorities for medical schools in Canada and internationally, although the advancement of this vision is still developing. At a micro level, Health Advocacy is important for physicians-in-training as well as practicing physicians. The conceptual model being proposed is that Social Responsibility is connected to mastering Health Advocacy. The University of Toronto Faculty of Medicine has 16 years of experience through a mandatory 4th year clerkship course entitled the Ambulatory/Community Experience (ACE) which from inception emphasized Social Responsibility and Health Advocacy. The objective of this retrospective study was to provide a model to support the acquisition of Health Advocacy and the development of socially responsible medical students.Methods: A conceptual model with three distinct elements: 1) ambulatory/community placements, 2) individual pedagogical approaches and 3) narrative, reflective assignments was applied.Results: The three elements of the model, all based on the five ACE learning domains (objectives) and embedded in CanMEDS type competencies, are effective and appear to support achievement of competency in Health Advocacy.Conclusion: A model which includes vetted ambulatory/community placements, individual pedagogical approaches, and narrative reflective assignments based on objectives with a Health Advocate perspective appears to encourage Social Responsibility in medical students.

APA, Harvard, Vancouver, ISO, and other styles

22

Rose, Susannah L. "Patient Advocacy Organizations: Institutional Conflicts of Interest, Trust, and Trustworthiness." Journal of Law, Medicine & Ethics 41, no. 3 (2013): 680–87. http://dx.doi.org/10.1111/jlme.12078.

Full text

Abstract:

Patient advocacy organizations (PAOs) provide patient- and caregiver-oriented education, advocacy, and support services. PAOs are formally organized nonprofit groups that (a) concern themselves with medical conditions or potential medical conditions and (b) have a mission and take actions that seek to help people affected by those medical conditions or to help their families. Examples of PAOs include the American Cancer Society, the National Alliance on Mental Illness, and the American Heart Association. These organizations advocate for, and provide services to, millions of people with physical and mental conditions — such as cancer, mental illness, diabetes, and cardiovascular disease — via their outreach, meetings, counseling, websites, and published materials. A PAO usually seeks to raise public awareness of a disease’s symptoms, risk factors, and treatment options and promotes research to cure or to prevent that disease.

APA, Harvard, Vancouver, ISO, and other styles

23

Leveridge, Michael, Darren Beiko, James W. L. Wilson, and Robert Siemens. "Health advocacy training in urology: a Canadian survey on." Canadian Urological Association Journal 1, no. 4 (March 4, 2013): 363. http://dx.doi.org/10.5489/cuaj.438.

Full text

Abstract:

Introduction: Health advocacy is a well-defined core competency recognizedby medical education and regulatory bodies. Advocacy is stressed as a criticalcomponent of a physician’s function within his or her community andalso of performance evaluation during residency training. We sought to assessurology residents’ perceptions and attitudes toward health advocacy in residencytraining and practice.Methods: We administered an anonymous, cross-sectional, self-report questionnaireto all final-year urology residents in Canadian training programs. The surveywas closed-ended and employed a 5-point Likert scale. It was designedto assess familiarity with the concept of health advocacy and with its applicationand importance to training and practice. We used descriptive and correlativestatistics to analyze the responses, such as the availability of formaltraining and resident participation in activities involving health advocacy.Results: There was a 93% response rate among the chief residents. Most residentswere well aware of the role of the health advocate in urology, and a majority(68%) believed it is important in residency training and in the urologist’s rolein practice. This is in stark contrast to acknowledged participation and formaltraining in health advocacy. A minority (7%–25%) agreed that formal trainingor mentorship in health advocacy was available at their institution, and only21%–39% felt that they had used its principles in the clinic or community. Only4%–7% of residents surveyed were aware of or had participated in local urologicalhealth advocacy groups.Conclusion: Despite knowledge about and acceptance of the importance ofthe health advocate role, there is a perceived lack of formal training and a dearthof participation during urological residency training.

APA, Harvard, Vancouver, ISO, and other styles

24

Allen, Timothy Craig. "Twenty-First Century Pathologists' Advocacy." Archives of Pathology & Laboratory Medicine 141, no. 7 (April 18, 2017): 940–43. http://dx.doi.org/10.5858/arpa.2017-0105-sa.

Full text

Abstract:

Pathologists' advocacy plays a central role in the establishment of continuously improving patient care quality and patient safety, and in the maintenance and progress of pathology as a profession. Pathology advocacy's primary goal is the betterment of patient safety and quality medical care; however, payment is a necessary and appropriate component to both, and has a central role in advocacy. Now is the time to become involved in pathology advocacy; the Medicare Access and Children's Health Insurance Program (CHIP) Reauthorization Act of 2015 (MACRA) and the Protecting Access to Medicare Act of 2014 (PAMA) are 2 of the most consequential pieces of legislation impacting the pathology and laboratory industry in the last 20 years. Another current issue of far-reaching impact for pathologists is balance billing, and yet many pathologists have little or no understanding of balance billing. Pathologists at all stages of their careers, and in every professional setting, need to participate. Academic pathologists have a special obligation to, if not become directly involved in advocacy, at least have a broad and current understanding of those issues, as well as the need and responsibility of pathologists to actively engage in advocacy efforts to address them, in order to teach residents the place of advocacy, and its value, as an inseparable and indispensable component of their professional responsibilities.

APA, Harvard, Vancouver, ISO, and other styles

25

Kraman, Steve S., Linda Cranfill, Ginny Hamm, and Toni Woodard. "Advocacy: The Lexington Veterans Affairs Medical Center." Joint Commission Journal on Quality Improvement 28, no. 12 (December 2002): 646–50. http://dx.doi.org/10.1016/s1070-3241(02)28069-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Meyer, Jack A., and Marsha Regenstein. "Needed: Physician Advocacy For Durable Medical Equipment." Health Affairs 19, no. 1 (January 2000): 260. http://dx.doi.org/10.1377/hlthaff.19.1.260.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Venters, Homer D., Mary Foote, and Allen S. Keller. "Medical Advocacy on Behalf of Detained Immigrants." Journal of Immigrant and Minority Health 13, no. 3 (April 29, 2010): 625–28. http://dx.doi.org/10.1007/s10903-010-9344-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Santoro, Maya S., Dhwani J. Kothari, Charles Van Liew, and Terry A. Cronan. "Health Care Advocacy." Californian Journal of Health Promotion 12, no. 3 (December 1, 2014): 46–55. http://dx.doi.org/10.32398/cjhp.v12i3.1580.

Full text

Abstract:

Background and Purpose: The U.S. population is living longer; therefore, a relatively large proportion of the population is likely to experience chronic illnesses within their lifetime. An experimental study was conducted to examine factors influencing the likelihood of hiring a Health Care Advocate (HCA). Methods: Survey data were collected from a randomly selected community sample of participants (N = 470) over the age of 18 who were provided with a description of an HCA and a written vignette describing a medical scenario. Participants read one of eight vignettes in which they were asked to imagine they were in a car accident and required medical care. Age, injury (chronic vs. acute), and presence of comorbid chronic condition were manipulated. Results: A significant interaction indicated that when there was no pre-existing chronic health condition, sustaining a chronic injury increased the likelihood of hiring an HCA. In addition, younger adults with comorbid conditions were perceived as having greater need for an HCA than younger adults without comorbid conditions. Older adults were perceived as benefiting from HCAs regardless of comorbid conditions. Conclusion: This study demonstrates the need for patient-centered support for older adults following an injury, and for younger adults when a pre-existing chronic condition exists. Efforts should be made to target services to these populations of interest.

APA, Harvard, Vancouver, ISO, and other styles

29

Gill, Harbir, Peter Gill, William Eardley, and Thomas Marrie. "Political Action Day: A Student-Led Initiative to Increase Health Advocacy Training Among Medical Students." Canadian Medical Education Journal 1, no. 2 (July 7, 2010): e60-e69. http://dx.doi.org/10.36834/cmej.36525.

Full text

Abstract:

Background: Health advocacy is a critical aspect of the competent physician's role. It is identified as a core competency by several national physician regulatory organizations, yet few formal training programs exist. We developed an initiative to teach medical students health advocacy skills.Methods: At Political Action Day, students from Alberta medical schools lobbied the provincial government. A day of training seminars preceded Political Action Day that focused on teaching health advocacy and communication strategies. The following day, medical students met with elected representatives at the Legislative Assembly. An entry and exit survey was administered to students.Results: On October 26-27th, 2008, 40 students met with 38/83 (46%) elected representatives including the Minister of Health and Wellness. Feedback from students and politicians suggests the event was effective in teaching advocacy skills. This initiative inspired students to be politically active in the future.Conclusions: Political Action Day helps fulfill the health advocacy competency objectives, and requires minimal curriculum time and resources for integration. It is an effective tool to begin teaching advocacy, and should be further expanded and replicated at other Canadian medical schools.

APA, Harvard, Vancouver, ISO, and other styles

30

Fontaine, Nicole, and Elisabeth Allard. "Advocacy in the mental health services field." Epidemiologia e Psichiatria Sociale 6, no. 1 (April 1997): 29–39. http://dx.doi.org/10.1017/s1121189x00008617.

Full text

Abstract:

SUMMARYObjective — Advocacy in the mental health services field is gaining importance since the traditional role of mental health hospitals is changing, particularly in North America and in Western Europe. This review will define advocacy, its goals and fundamental principles. It will then delineate the skills and strategies needed for any intervention on behalf of a patient or a group of patients. It will also deal with the issues and approaches most frequently raised and used, and finally, with the limits of advocacy. Method — The method used for this review was mainly a recension of the literature concerning advocacy throughout North America and Europe, having in view to see emerging the principal stakes and concerns related to this process. Results — Advocacy has a significant impact patients' awareness of their rights and their capacity to exercise them. It also prevents potential abuse of patients. On the other hand, some patients have an increased opportunity to cease treatment, and this could lead to serious medical consequences. There is also the possibility of retaliation from staff, as a result of being involved with an advocate. The combination of high quality care and effective advocacy is the best guarantee that a mental health patient will get the care he wants and needs with human dignity.

APA, Harvard, Vancouver, ISO, and other styles

31

Bradley, M. "We (Theatre Health Care Professionals) are the Patient's Advocate: Fact or Fiction?" British Journal of Anaesthetic and Recovery Nursing 5, no. 2 (May 2004): 31–35. http://dx.doi.org/10.1017/s1742645600001960.

Full text

Abstract:

AbstractThe word ‘advocacy’ is often used in hospitals. The author's practice has always been to treat the patient as he would like himself or a member of his family to be treated, but is this being an advocate? This article will examine the concept of advocacy and its relevance to the perioperative arena. In the view of the author, protecting a patient's dignity, being aware of tissue viability, ensuring the right patient receives the right treatment, monitoring of vital signs, correct patient positioning etc. are all a part of our duty of care.

APA, Harvard, Vancouver, ISO, and other styles

32

Little, Jeffrey D., Brian J. Sesack, and Scott M. Mark. "Advocacy for Pharmacy Directors: How to Promote Adherence to Advocacy Efforts." Hospital Pharmacy 45, no. 9 (September 2010): 730–33. http://dx.doi.org/10.1310/hpj4509-730.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Sud, Sohil R., Elizabeth S. Barnert, Elizabeth Waters, and Peter Simon. "Do Medical Professionalism and Medical Education Involve Commitments to Political Advocacy?" Academic Medicine 86, no. 9 (September 2011): 1061. http://dx.doi.org/10.1097/acm.0b013e3182263eca.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Kuo, Alice A., Lisa Arcilla, Adrian Castro, Leian Chen, Bianca Edison, John Huang, Kiran Mitha, et al. "Do Medical Professionalism and Medical Education Involve Commitments to Political Advocacy?" Academic Medicine 86, no. 9 (September 2011): 1061–62. http://dx.doi.org/10.1097/acm.0b013e31822673dc.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Schickedanz, Adam, Katherine Neuhausen, Heather Bennett, and David Huang. "Do Medical Professionalism and Medical Education Involve Commitments to Political Advocacy?" Academic Medicine 86, no. 9 (September 2011): 1062. http://dx.doi.org/10.1097/acm.0b013e318226752f.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Banack, Jeannine Girard-Pearlman, and Niall Byrne. "Do Medical Professionalism and Medical Education Involve Commitments to Political Advocacy?" Academic Medicine 86, no. 9 (September 2011): 1064–65. http://dx.doi.org/10.1097/acm.0b013e318226765c.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Stull, Matthew J., Elizabeth A. Wiley, and John A. Brockman. "Do Medical Professionalism and Medical Education Involve Commitments to Political Advocacy?" Academic Medicine 86, no. 9 (September 2011): 1064. http://dx.doi.org/10.1097/acm.0b013e3182267672.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Gottlieb, Laura M., and Brian M. Johnson. "Do Medical Professionalism and Medical Education Involve Commitments to Political Advocacy?" Academic Medicine 86, no. 9 (September 2011): 1063–64. http://dx.doi.org/10.1097/acm.0b013e3182267684.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Palfrey, Judith S., and Lisa J. Chamberlain. "Do Medical Professionalism and Medical Education Involve Commitments to Political Advocacy?" Academic Medicine 86, no. 9 (September 2011): 1062–63. http://dx.doi.org/10.1097/acm.0b013e3182267696.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Huddle, Thomas S. "Do Medical Professionalism and Medical Education Involve Commitments to Political Advocacy?" Academic Medicine 86, no. 9 (September 2011): 1065. http://dx.doi.org/10.1097/acm.0b013e3182277361.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Halliday, Melissa. "Do Medical Professionalism and Medical Education Involve Commitments to Political Advocacy?" Academic Medicine 86, no. 9 (September 2011): 1063. http://dx.doi.org/10.1097/acm.0b013e3182299ec6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Zaidi, Danish, and Peter R. Lichstein. "Advocacy May Have a Place in Medical Curricula." North Carolina Medical Journal 80, no. 6 (November 2019): 383. http://dx.doi.org/10.18043/ncm.80.6.383.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Gosselink, Manon J. "Medical weblogs: advocacy for positive cyber role models." Clinical Teacher 8, no. 4 (November 16, 2011): 245–48. http://dx.doi.org/10.1111/j.1743-498x.2011.00483.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Wright, Joseph L., and Anne M. Morris. "Child Health Advocacy in the Academic Medical Center." Pediatric Annals 36, no. 10 (October 1, 2007): 637–43. http://dx.doi.org/10.3928/0090-4481-20071001-07.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Dworkis, Daniel A., MaryAnn B. Wilbur, and Megan T. Sandel. "A Framework for Designing Training in Medical Advocacy." Academic Medicine 85, no. 10 (October 2010): 1549–50. http://dx.doi.org/10.1097/acm.0b013e3181f04750.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Earnest, Mark A., Shale L. Wong, and Steven G. Federico. "A Framework for Designing Training in Medical Advocacy." Academic Medicine 85, no. 10 (October 2010): 1550. http://dx.doi.org/10.1097/acm.0b013e3181f11edd.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Marchington, Jackie. "ISMPP and advocacy for the medical publication profession." Current Medical Research and Opinion 27, sup1 (April 2011): S1—S13. http://dx.doi.org/10.1185/03007995.2011.564047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Chitambara, Tendesai. "Empathy and patient advocacy: a medical student's perspective." British Journal of Nursing 30, no. 16 (September 9, 2021): 981. http://dx.doi.org/10.12968/bjon.2021.30.16.981.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Schroeter, Kathryn. "Advocacy in Perioperative Nursing Practice." AORN Journal 71, no. 6 (June 2000): 1205–22. http://dx.doi.org/10.1016/s0001-2092(06)61440-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Ervine, Holly S. "Advocacy: A Blueprint for Excellence." AORN Journal 113, no. 4 (March 31, 2021): 323–25. http://dx.doi.org/10.1002/aorn.13364.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!