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Teaching for professional responsibi...

University of Washington.

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Teaching for professional responsibility in medical practice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching for professional responsibility in medical practice./
作者:	Edwards, Kelly Alison.
面頁冊數:	198 p.
附註:	Chairperson: Donna H. Kerr.
Contained By:	Dissertation Abstracts International61-06A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=9975975
ISBN:	9780599817050

Teaching for professional responsibility in medical practice.
Edwards, Kelly Alison.

Teaching for professional responsibility in medical practice. - 198 p.

Chairperson: Donna H. Kerr.

Thesis (Ph.D.)--University of Washington, 2000.

There is little doubt that professionalism is an integral facet of medical practice. Medical students are inculcated with values of the profession during the four years of medical school. Among other things, this means learning away of seeing and hearing that transforms one from layperson to doctor. Often, the way of being learned in training is at odds with a moral view of professionalism. The failure of institutions to teach professionalism lies in three realms. First, there is conceptual confusion about what professionalism is and why it is important to the profession and practice of medicine. I map the territory of current philosophical approaches to professionalism and discuss limitations. My alternative view of professionalism focuses on professional responsibility: the responsibility that the physician has by virtue of her work as a physician. I borrow from theorists Buber, Niebuhr, and Ruddick to describe a responsive approach to conceptualizing professional responsibility that centers on self-responsibility. A second realm for failure of professionalism in medical education is the organizational psychology that fosters humiliation and control rather than flourishing and open-mindedness. Within traditional approaches to professionalism, there is little room for personal response and emotion. These emotions---self-doubt, shame, disgust, pride, a sense of "making a difference"---impact therapeutic relationships, and yet there is no place for positive or negative emotions in the current medical school curriculum. Hence, the third realm of failure, teaching, must change. Pedagogical strategies developed for a different sort of content knowledge are poorly suited for teaching a self-responsible and open-minded approach to professional responsibility. Professional portfolios provide a tool for cultivating curiosity and reflection, two skills that are critical for professional responsibility. The practice of critical thinking and self-responsibility are further developed through the writing, discussion, and feedback exercises that are a part of the portfolio process. Portfolios offer coherence, while encouraging complexity, clarity while surfacing paradox, and consistency with professional values that remain individually negotiated. My theoretical argument for teaching professional responsibility is grounded in observations of practice, as the physicians and students themselves demonstrate what is possible during the training years of medicine.

ISBN: 9780599817050Subjects--Topical Terms:

783746
Education, Philosophy of.

Teaching for professional responsibility in medical practice.
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