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Teaching and Learning in Medicine|July 13, 2011
Through the looking glass: how reflective learning influences the development of young faculty membersStacy Higgins, Lisa Bernstein, Kimberly Manning, et al.Transactions of the American Clinical and Climatological Association|June 6, 2008
Is Rorty's neopragmatism the "real" foundation of medical ethics: a search for foundational principlesWilliam T BranchTransactions of the American Clinical and Climatological Association|September 14, 2019
SUPPORTING THE PROFESSIONAL DEVELOPMENT OF FACULTY TEACHERSWilliam T BranchAcademic Medicine : Journal of the Association of American Medical Colleges|April 28, 2006
Viewpoint: teaching respect for patientsWilliam T BranchMedical Education|December 17, 2013
Treating the whole patient: passing time-honoured skills for building doctor-patient relationships on to generations of doctorsWilliam T BranchJournal of General Internal Medicine|November 26, 2005
Use of critical incident reports in medical education. A perspectiveWilliam T BranchPatient Education and Counseling|June 24, 2010
The road to professionalism: reflective practice and reflective learningWilliam T BranchPatient Education and Counseling|December 4, 2014
Teaching professional and humanistic values: suggestion for a practical and theoretical modelWilliam T BranchAMA Journal of Ethics|April 22, 2017
Reflection-Based Learning for Professional Ethical FormationWilliam T Branch, Maura GeorgePatient Education and Counseling|March 30, 2016
Not all stories of professional identity formation are equal: An analysis of formation narratives of highly humanistic physiciansWilliam T Branch, Richard FrankelPageof 5