Martinez Richard
University of Colorado Health Sciences Center, Department of Psychiatry, Center for Biothics and Humanities, Denver 80262, USA.
Theor Med Bioeth. 2002;23(3):259-69. doi: 10.1023/a:1020803626576.
With the Accreditation Council for Graduate Medical Education's designation of "professionalism" as one of six core competencies in residency medical education, some educators of residents and medical students believe that the concept of professional role is too restrictive and narrow for grappling with the complex dynamics of professional-patient relationships. The ethical quandaries of abortion and physician assisted suicide illustrate how individual personal values cannot be ignored in the dynamic relationship between health care professional and patient. This article describes a medical school course where students are paired with "patient mentors." Within the dynamic and intimate relationship that unfolds over several months, students explore the "experience of boundaries," and are invited to use this experience to consider their evolving professional identity.
随着毕业后医学教育认证委员会将“职业精神”指定为住院医师医学教育的六项核心能力之一，一些住院医师和医学生的教育工作者认为，职业角色的概念对于应对医患关系的复杂动态来说过于局限和狭隘。堕胎和医生协助自杀等伦理困境表明，在医疗保健专业人员与患者的动态关系中，个人的价值观不容忽视。本文描述了一门医学院课程，在该课程中，学生与“患者导师”配对。在几个月内展开的动态且密切的关系中，学生探索“边界体验”，并被邀请利用这种体验来思考他们不断演变的职业身份。
