Title: Socialization in Medical Training: Exploring "Lifelong Curiosity" and a "Community of Support"
Abstract: ��� ries of rules, and it suggests that doing so is part of becoming what they had not been. “Think what you will about morality; here is what doctors do.” We in no way wish to deny that the distinctive role of the physician creates distinctive moral challenges. Medical ethics education that gives priority to the development of good ethical deliberation over the imparting of moral truths can, in fact, give medical students and professionals the tools they need to work through many concerns in professionalism. What is called for by many medical educators who have accepted the centrality of professionalism, however, is not this kind of education at all, but instead, the accomplishment of two tasks: introducing students and residents to “professional standards,” and instilling a “professional attitude.” Hoping to create a specialized new curriculum to meet these objectives, however, is for the most part narrow-minded and misguided. “Professional standards” are readily available, and in themselves, rarely motivate (would-be) professionals to serious reoection, while “attitudinal” aspects of professionalism are probably better addressed by making medical schools places in which open, deliberate, and consistent conversation about excellence in medicine among faculty and students is a regular part of life. However, if intelligent reoection on “standards” and “attitudes” is what is desired, then before all else we need our students to be well-trained in being stimu
Publication Year: 2004
Publication Date: 2004-05-27
Language: en
Type: letter
Indexed In: ['crossref', 'pubmed']
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Cited By Count: 6
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