Alarm and altruism: professional boundaries and the medical student

Gaufberg, Elizabeth

doi:10.1111/j.1743-498x.2006.00129.x

Cited by 7 publications

(24 citation statements)

References 1 publication

(1 reference statement)

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“…In effect, information can be ‘taken’ by any patient, rather than deliberately ‘given’ in a considered manner, to a particular patient, for a particular reason, by the doctor. Thus the current advice given to students about the maintenance of professional boundaries, already a challenging area for students, may need to be adapted 49,50 …”

Section: Discussionmentioning

confidence: 99%

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Privacy, professionalism and Facebook: a dilemma for young doctors

2010

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Young doctors are active members of Facebook. A quarter of the doctors in our survey sample did not use the privacy options, rendering the information they revealed readily available to a wider public. This information, although it included some healthy behaviours, also revealed personal information that might cause distress to patients or alter the professional boundary between patient and practitioner, as well as information that could bring the profession into disrepute (e.g. belonging to groups like 'Perverts united'). Educators and regulators need to consider how best to advise students and doctors on societal changes in the concepts of what is public and what is private.

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Section: Discussionmentioning

confidence: 99%

“…Thus the current advice given to students about the maintenance of professional boundaries, already a challenging area for students, may need to be adapted. 49,50 Further research…”

Section: Discussionmentioning

confidence: 99%

Privacy, professionalism and Facebook: a dilemma for young doctors

2010

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“…We highly recommend that a formal professional boundaries curriculum incorporate the students' own cases, stories, and concerns and include the opportunity to problem solve as well as practice communication skills that one might use Downloaded by [Queensland University of Technology] at 17: 24 13 October 2014 when encountering a boundary challenge. 1 Associated faculty development is essential-both to raise faculty awareness of boundary issues and to stimulate reflection on their own role in shaping the "hidden curriculum." The importance of both students and faculty obtaining supervision when faced with a boundary challenge cannot be overemphasized.…”

Section: Discussionmentioning

confidence: 99%

“…1 Students must also learn to establish boundaries within the medical hierarchy. 2 This often involves mediating potentially conflicting agendas-meeting the patient's needs, complying with supervisors expectations,' and attending to one's own learning needs.…”

mentioning

confidence: 99%

Professional Boundaries: The Perspective of the Third Year Medical Student in Negotiating Three Boundary Challenges

Gaufberg

Baumer

Hinrichs

et al. 2008

Teaching and Learning in Medicine

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“…Managing interpersonal boundaries is a central developmental challenge for all medical students 4 , but has proved to be particularly intense for CIC students. The close student‐patient relationships forged over the course of the clerkship year may leave CIC students wondering ‘where to draw the line’ between themselves and their patients.…”

Section: Student‐patient Interpersonal Boundariesmentioning

confidence: 99%