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本文引用的文献

1
Training for systemic general practice: a new approach from the Tavistock Clinic.系统性全科医疗培训：塔维斯托克诊所的新方法。
Br J Gen Pract. 1997 Jul;47(420):453-6.
2
"Don't think zebras": uncertainty, interpretation, and the place of paradox in clinical education.“别想斑马”：临床教育中的不确定性、解读与悖论的地位
Theor Med. 1996 Sep;17(3):225-41. doi: 10.1007/BF00489447.
3
Narrative, literature, and the clinical exercise of practical reason.叙事、文学与实践理性的临床运用
J Med Philos. 1996 Jun;21(3):303-20. doi: 10.1093/jmp/21.3.303.
4
The influence of medical expertise, case typicality, and illness script component on case processing and disease probability estimates.
Mem Cognit. 1996 May;24(3):384-99. doi: 10.3758/bf03213301.
5
"My story is broken; can you help me fix it?" Medical ethics and the joint construction of narrative.“我的故事支离破碎；你能帮我修复它吗？”医学伦理学与叙事的共同构建。
Lit Med. 1994 Spring;13(1):79-92. doi: 10.1353/lm.2011.0169.
6
Interviewing skills of first-year medical students.一年级医学生的访谈技巧。
J Med Educ. 1986 Oct;61(10):842-4. doi: 10.1097/00001888-198610000-00012.
7
A cognitive perspective on medical expertise: theory and implication.医学专业知识的认知视角：理论与启示
Acad Med. 1990 Oct;65(10):611-21. doi: 10.1097/00001888-199010000-00001.
8
Winged words and chief complaints: medical case histories and the Parry-Lord oral-formulaic tradition.
Lit Med. 1992 Spring;11(1):94-114. doi: 10.1353/lm.2011.0263.

Narrative based medicine: why study narrative?

作者信息

Greenhalgh T, Hurwitz B

机构信息

Department of Primary Care and Population Sciences, Royal Free and University College London Medical School, London N19 5NF.

出版信息

BMJ. 1999 Jan 2;318(7175):48-50. doi: 10.1136/bmj.318.7175.48.

DOI:10.1136/bmj.318.7175.48
PMID:9872892
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC1114541/
Abstract
摘要