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The ‘worthy’ patient: rethinking the ‘hidden curriculum’ in medical education.
- Source :
- Anthropology & Medicine; Apr2013, Vol. 20 Issue 1, p13-23, 11p
- Publication Year :
- 2013
-
Abstract
- 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. [ABSTRACT FROM PUBLISHER]
- Subjects :
- CURRICULUM evaluation
EVALUATION of medical education
ACADEMIC medical centers
CONCEPTUAL structures
ETHICS
INTERVIEWING
LABOR productivity
MEDICAL students
SCIENTIFIC observation
PATIENT psychology
PHYSICIAN-patient relations
PHYSICIANS
RESEARCH funding
SOUND recordings
STUDENT attitudes
TIME
ETHNOLOGY research
DECISION making in clinical medicine
NARRATIVES
THEMATIC analysis
Subjects
Details
- Language :
- English
- ISSN :
- 13648470
- Volume :
- 20
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Anthropology & Medicine
- Publication Type :
- Academic Journal
- Accession number :
- 86994521
- Full Text :
- https://doi.org/10.1080/13648470.2012.747595