The 'worthy' patient
Rethinking the 'Hidden Curriculum' in Medical Education
Bibliographic Data
| ID | 2171304 |
|---|---|
| Authors | Robin T Higashi (0000-0001-5232-6852, University of California, San Francisco, corresponding author), Allison Tillack, Allison A Tillack (University of California, San Francisco), Michael A Steinman (0000-0002-9564-9480, San Francisco VA Medical Center), C Bree Johnston (San Francisco VA Medical Center), G Michael Harper (San Francisco VA Medical Center) |
| Year | 2013 |
| Volume | 20 |
| Issue | 1 |
| Pages | 13-23 |
| Publication date | 2013-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Anthropology and Medicine (JOURNAL) |
| Journal identifiers | ISSN: 1364-8470 • E-ISSN: 1469-2910 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13648470.2012.747595 |
| PMID | 23581400 |
| OpenAlex | W1966163725 |
| Language | EN |
| Citations received | 24 |
| References cited | 25 |
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
Curriculum · Epistemology · Hidden curriculum · Medical education · Narrative · Pedagogy · Perception · Quality (philosophy · Empathy and Medical Education · Ethics in medical practice · Innovations in Medical Education · Medicine · Psychology
Oral history as reparatory practice for health professions
Mapping global research on hidden curriculum
Restricted care
A critical interpretive synthesis of power and mistreatment of women in maternity care
Worthy of thinness
“I can't take in every stray puppy”
Unexpected Intimacies
Adherence and the Moral Construction of the Self
Six hours to study
Orienting to Medicine
Medical students' experiences in providing medical care to older patients
Teaching Medical Anthropology in UK Medical Schools
Taking the National(ism) out of the National Health Service
What Role Does Medical Anthropology Play in Medical Education? A Scoping Review
Opioid pharmacovigilance
Patient engagement at the margins
Problem patients and physicians' failures
Good mothers, lazy mothers
The narrative (re)production of prestige
Moral economy and moral capital
Too close for comfort
Need, competence and compliance
Good' patient/'bad' patient
A phenomenological ethnography of radiology
American Medicine
Beyond curriculum reform
‘And a Time to Die
The hidden curriculum, ethics teaching, and the structure of medical education
The hidden curriculum in undergraduate medical education
The Student-Physician
Caregivers of Frail Elders
Retirement and the moral economy
Getting Rid of Patients
On the creation of 'problem' patients
Medicine as an Institution of Social Control
Witnessing and the Medical Gaze
The social construction of noncompliance
Patient and practitioner noncompliance
| Unique citing works | 24 |
|---|---|
| Citations per year | 2 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |