The anatomy and physiology of conflict in medical education: a doorway to diagnosing the health of medical education systems

Abstract

This qualitative study uses data from students, teachers and administrators to deepen our understanding of conflict in medical education, its nature and its consequences. It especially looks at systemic issues which may foster or hinder the health of an educational system or of any organization. Its intention is to provide better understanding of the medical education system so that this knowledge can be used to enhance the health of future medical education systems. It is preliminary to a study that would focus on ways of improving the healthiness of future systems. The findings underline the importance of moral education in the training of our future physicians (McWhinney, ). The importance of example by faculty and staff and moral development of the physician flows from the authors’ data and their interpretation of its meaning. Also, it further underlines the importance of faculty and medical educators modeling both caring and exemplary moral behavior within our educational institutions. Bandura (1986) developed the notion of modeling and showed that, ‘even at a preconscious level, we learn moral behaviors through observing and imitating authority figures and/or significant others’ (Crysdale, 2006). This is especially important because caring, or compassionate presence, is so essential to healing.

Additional information

Notes on contributors

Russell J. Sawa

RUSSELL J. SAWA is an Associate Professor in the Department of Family Medicine at the University of Calgary. He is a family physician and fellow of the College of Family Physicians of Canada. He is also a certified marital and family therapist. His doctoral (PhD) studies and continuing research focus on the philosophy of medical education.

Anne Phelan

ANNE PHELAN is an Associate Professor in the Department of Curriculum Studies, and a Research Associate in the Centre for the Study of Teacher Education, at the University of British Columbia.

Florence Myrick

FLORENCE MYRICK is Associate Professor in the Faculty of Nursing, University of Alberta, and leader of the teaching learning stream in the graduate program. Her program of research focuses on professional education in the area of preceptorship/field teaching.

Connie Barlow

CONSTANCE BARLOW is Director of Field Education, Faculty of Social Work, University of Calgary. Major areas of research include social work field education and interprofessional practice.

Deb Hurlock

DEBB HURLOCK is a Consultant in Calgary, Alberta. Her research areas are in interprofessional education and interpretive studies.

Gayla Rogers

GAYLA ROGERS, Professor and Dean of the Faculty of Social Work, University of Calgary, has pursued her scholarly interest in field education through funded research, and numerous publications and presentations. She has provided consultation to social work programs in Canada, the United States, Britain, Australia and New Zealand.