The Fate of Idealism in Medical School

Becker, Howard S.; Geer, Blanche

doi:10.2307/2088623

Cited by 162 publications

(69 citation statements)

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“…Consistent with the above-mentioned findings, an early study by Becker and Geer (1958) reported that medical students become somewhat cynical during the course of medical education. By the third year of medical school, according to Becker and Geer (1958), the students realized that they were no longer motivated by an idealized view of medicine, leading to a hedonistic shift, shown also by Whittemore and colleagues (1985), and by Feudtner and colleagues (1994).…”

Section: Erosion Of Empathy During Medical Educationsupporting

confidence: 74%

“…By the third year of medical school, according to Becker and Geer (1958), the students realized that they were no longer motivated by an idealized view of medicine, leading to a hedonistic shift, shown also by Whittemore and colleagues (1985), and by Feudtner and colleagues (1994). In a study by Zeldow and colleagues (1987), a modest but ''unmistakable'' shift (according to the study authors) toward hedonism between the freshman and junior year of medical school was observed in two cohorts of students.…”

Section: Erosion Of Empathy During Medical Educationmentioning

confidence: 95%

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Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

120

132

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In a paradigm of physician performance we propose that both ''cognitive'' and ''noncognitive'' components contribute to the performance of physicians-in-training and in-practice. Our review of the relevant literature indicates that personality, as an important factor of the ''noncognitive'' component, plays a significant role in academic and professional performances. We describe findings on 14 selected personality instruments in predicting academic and professional performances. We question the contention that personality can be validly and reliably assessed from admission interviews, letters of recommendation, essays, and personal statements. Based on conceptual relevance and currently available empirical evidence, we propose that personality attributes such as conscientiousness and empathy should be considered among the measures of choice for the assessment of pertinent aspects of personality in academic and professional performance. Further exploration is needed to search for additional personality attributes pertinent to medical education and patient care. Implications for career counseling, assessments of professional development and medical education outcomes, and potential use as supplementary information for admission decisions are discussed.''In the physician or surgeon no quality takes rank with imperturbability [which] means coolness and presence of mind under all circumstances and the physician who has the misfortune to be without it loses rapidly the confidence of his patient.''

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Section: Erosion Of Empathy During Medical Educationsupporting

confidence: 74%

Section: Erosion Of Empathy During Medical Educationmentioning

confidence: 95%

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

120

132

View full text Add to dashboard Cite

show abstract

“…Although physicians and managers may always retain some skepticism about each other's motivations and behavior, current medical training produces physicians who have unrealistic expectations of and desire for complete autonomy. 11 The art of medicine always will require that rules be flexible and, in most circumstances, that medical professionals use their experience, knowledge, and judgment to make decisions on behalf of individual patients. In contrast, any payment system involves financial incentives that influence behavior.…”

Section: Challenges To Policymakers: Balancing Rules and Incentivesmentioning

confidence: 99%

Managing The Physician: Rules Versus Incentives

Hillman

1991

Health Affairs

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“…formas de percepción y de práctica que le son característicos (Bourdieu, 1991;Becker, 1958;Becker, Geer, Hughes y Strauss, 1961;Davis, 1968;Phillips, 1997).…”

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Sociología de la práctica médica autoritaria: violencia obstétrica, anticoncepción inducida y derechos reproductivos

Castro¹,

Erviti²

2015

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The Fate of Idealism in Medical School

Cited by 162 publications

References 0 publications

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Managing The Physician: Rules Versus Incentives

Sociología de la práctica médica autoritaria: violencia obstétrica, anticoncepción inducida y derechos reproductivos

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