The 'worthy' patient: rethinking the 'hidden curriculum' in medical education
The 'worthy' patient: rethinking the 'hidden curriculum' in medical education
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DOI：
10.1080/13648470.2012.747595
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发表时间：
2013-01-01
影响因子：
1.8
通讯作者：
Harper, G. Michael
中科院分区：
文献类型：
--
作者：
Higashi, Robin T.;Tillack, Allison;Harper, G. Michael
本文探讨了医生如何确定的质量和数量的时间投入到每个病人，以及如何将这些决定教医生在培训中的医学教育的“隐藏课程”的一部分。道德经济的概念是用来分析如何判断病人的价值来引导和影响医生和医生在培训和病人之间的互动，以及这些互动如何影响医疗保健。然而，本文也对将隐性课程作为一个静态的或具体化的概念提出了质疑。相反，本文使用参与者叙述来展示医生在培训中不仅仅是被动的接受者的隐藏课程，但也积极抵制判断病人的价值观的基础上，即使他们学会了在一个道德经济的照顾。
This paper examines how physicians determine the quality and quantity of time to devote to each patient, and how these decisions are taught to physicians-in-training as part of the 'hidden curriculum' in medical education. The notion of moral economy is used to analyze how judgments of patient worth come to guide and influence interactions among physicians and physicians-in-training and patients, and how these interactions impact medical care. However, this paper also questions the notion of the hidden curriculum as a static or reified concept. Instead, the paper uses participant narratives to show how physicians-in-training are not simply passive recipients of the hidden curriculum but also actively resist judging patients based on perceptions of worth, even as they learn to operate within a moral economy of care.