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  1.  18
    Narrative Ethics:A Narrative.Howard Brody & Mark Clark - 2014 - Hastings Center Report 44 (s1):S7-S11.
  2.  38
    Professional Identity Formation in Medical Education: The Convergence of Multiple Domains. [REVIEW]Mark Holden, Era Buck, Mark Clark, Karen Szauter & Julie Trumble - 2012 - HEC Forum 24 (4):245-255.
    There has been increasing emphasis on professionalism in medical education over the past several decades, initially focusing on bioethical principles, communication skills, and behaviors of medical students and practitioners. Authors have begun to discuss professional identity formation (PIF), distinguishing it as the foundational process one experiences during the transformation from lay person to physician. This integrative developmental process involves the establishment of core values, moral principles, and self-awareness. The literature has approached PIF from various paradigms—professionalism, psychological ego development, social interactions, (...)
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  3.  31
    Effects of an Auditory Signal on Visual Reaction Time.Ira H. Bernstein, Mark H. Clark & Barry A. Edelstein - 1969 - Journal of Experimental Psychology 80 (3p1):567.
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  4.  14
    Learning Ethics on a Pedagogical Playground: A Book Review of The Brewsters.Mark A. Clark - 2015 - Journal of Medical Humanities 36 (1):85-88.
  5.  13
    Intermodal Effects in Choice Reaction Time.Ira H. Bernstein, Mark H. Clark & Barry A. Edelstein - 1969 - Journal of Experimental Psychology 81 (2):405.
  6.  2
    City of Light: The Story of Fiber Optics. Jeff Hecht.Mark Henry Clark - 2001 - Isis 92 (2):427-428.
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  7.  2
    Douglas Thomas. Hacker Culture. 288 Pp., Illus., Index. Minneapolis/London: University of Minnesota Press, 2002. $25.95. [REVIEW]Mark H. Clark - 2003 - Isis 94 (4):776-777.
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  8.  15
    Stephen Langton and Hugh of St. Cher on Peter Comestor's Historia Scholastica - The Lombard's Sentences and the Problem of Sources Used by Comestor and His Commentators.Mark J. Clark - 2007 - Recherches de Theologie Et Philosophie Medievales 74 (1):63-117.
    In this article, I explore preliminarily whether Peter Comestor’s Historia scholastica was well suited to extended theological inquiry. After providing a brief introduction to Comestor’s method to acquaint the reader with the literary character of the History, I turn my attention to the use by Stephen Langton and Hugh of St. Cher, two prominent commentators on the History, of source material that Comestor himself used in composing the History. I pay particular attention to the Lombard’s Sentences, the most important source (...)
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