212
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

Preparing Future Physicians in Medical Ethics: A Tension-Centered Study of Institutional and Situational Dualities

References

  • Alvesson, M., Hardy, C. & Harley, B. (2008). Reflecting on reflexivity: Reflexive textual practices in organization and management theory. Journal of Management Studies, 45, 480–501.
  • Annas, G. J. (2009). Globalized clinical trials and informed consent. The New England Journal of Medicine, 360, 2050–2053. doi:10.1056/NEJMp0901474
  • Apker, J. & Eggly, S. (2004). Communicating professional identity in medical socialization: Considering the ideological discourse of morning report. Qualitative Health Research, 14, 411–429. doi:10.1177/1049732303260577
  • Barge, J. K., Lee, M., Maddux, K., Nabring, R. & Townsend, B. (2008). Managing dualities in planned change initiatives. Journal of Applied Communication Research, 36, 364–390. doi:10.1080/00909880802129996
  • Bates, B. R. & Harris, T. M. (2004). The tuskegee study of untreated syphilis and public perceptions of biomedical research: A focus group study. Journal of the National Medical Association, 96, 1051–1064.
  • Baxter, L. A. & Braithwaite, D. O. (2007). Social dialectics: The contradictions of relating. In B. B. Whaley & W. Samter (Eds.), Explaining communication: Contemporary theories and exemplars (pp. 275–292). Mahwah, N.J.: Lawrence Erlbaum.
  • Beauchamp, T. L. & Childress, J. F. (Eds.). (2001). Principles of biomedical ethics (5th ed.). New York: Oxford University Press.
  • Becker, H. F., Geer, B., Hughes, E. C. & Strauss, A. L. (1961). Boys in white: Student culture in medical school. Chicago: University of Chicago Press.
  • Branch, W. T. (2000). Supporting the moral development of medical students. Journal of General Internal Medicine, 15, 503–508.
  • Brann, M. & Mattson, M. (2004). Toward a typology of confidentiality breaches in health care communication: An ethic of care analysis of provider practices and patient perceptions. Health Communication, 16, 229–251.
  • Carmack, H. J. (2010). Structuring and disciplining apology: A structurational analysis of health care benevolence laws. Qualitative Research Reports in Communication, 11, 6–13. doi:10.1080/17459430903413432
  • Clouser, K. D. (1975). Medical ethics: Some uses, abuses, and limitations. The New England Journal of Medicine, 293, 384–387.
  • Conrad, P. (1988). Learning to doctor: Reflections on recent accounts of the medical school years. Journal of Health and Social Behavior, 29, 323–332.
  • Cooren, F., Matte, F., Benoit-Barne, C. & Brummans, B. H. J. M. (2013). Communication as ventriloquism: A gounded-in-action approach to the study of organizational tensions. Communication Monographs, 80, 255–277. doi:10.1080/03637751.2013.788255
  • Cribb, A. & Bignold, S. (1999). Towards the reflexive medical school: The hidden curriculum and medical education research. Studies in Higher Education, 24, 195–209.
  • Culver, C. M., Clouser, K. D., Gert, B., Brody, H., Fletcher, J., Jonsen, A., … Wikler, D. (1985). Basic curricular goals in medical ethics. The New England Journal of Medicine, 312, 253–256.
  • Eckles, R. E., Meslin, E. M., Gaffney, M. & Helft, P. R. (2005). Medical ethics education: Where are we? Where should we be going? A review. Academic Medicine, 80, 1143–1152.
  • Fairhurst, G. T., Cooren, F. & Cahill, D. J. (2002). Discursiveness, contradiction, and unintended consequences in successive downsizings. Management Communication Quarterly, 15, 501–540.
  • Feudtner, C. & Christakis, D. A. (1994). Making the rounds: The ethical development of medical students in the context of clinical rotations. Hastings Center Report, 24, 6–12.
  • Fox, E., Arnold, R. M. & Brody, B. (1995). Medical ethics education: Past, present, future. Academic Medicine, 70, 761–768.
  • Gibbs, J. (2009). Dialectics in a global software team: Negotiating tensions across time, space, and culture. Human Relations, 62, 905–935. doi:10.1177/0018726709104547
  • Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.
  • Glaser, B. G. & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
  • Glick, S. M. (1994). The teaching of medical ethics to medical students. Journal of Medical Ethics, 20, 239–243.
  • Hafferty, F. W. (1988). Cadaver stories and the emotional socialization of medical students. Journal of Health and Social Behavior, 29, 344–356.
  • Hafferty, F. W. & Franks, R. (1994). The hidden curriculum, ethics teaching, and the structure of medical education. Academic Medicine, 69, 861–871.
  • Harter, L. M. & Kirby, E. L. (2004). Socializing medical students in an era of managed care: The ideological significance of standardized and virtual patients. Communication Studies, 55, 48–67.
  • Harter, L. M. & Krone, K. J. (2001). Exploring the emergent identities of future physicians: Toward an understanding of the ideological socialization of osteopathic medical students. Southern Communication Journal, 67, 66–83.
  • Hirschmann, K. (1999). Blood, vomit, and communication: The days and nights of an intern on call. Health Communication, 11, 35–57.
  • Jian, G. (2007). “Omega is a four-letter word”: Toward a tension-centered model of resistance to information and communication technology. Communication Monographs, 74, 517–540. doi:10.1080/03637750701716602
  • Johansson, C. & Stohl, C. (2012). Cultural competence and institutional contradictions: The hydropower referendum. Journal of Applied Communication Research, 40, 329–349. doi:10.1080/00909882.2012.720379
  • Lammers, J. C. & Barbour, J. B. (2006). An institutional theory of organizational communication. Communication Theory, 16, 356–377. doi:10.1111/j.1468-2885.2006.00274.x
  • McGuire, T., Dougherty, D. S. & Atkinson, J. (2006). “Paradoxing the dialectic”: The impact of patients’ sexual harrassment in the discursive construction of nurses’ caregiving roles. Management Communication Quarterly, 19, 416–450. doi:10.1177/0893318905280879
  • Miles, S. H., Lane, L. W., Bickel, J., Walker, R. M. & Cassel, C. K. (1989). Medical ethics education: Coming of age. Academic Medicine, 64, 705–714.
  • Miller, K. (1998). The evolution of professional identity: The case of osteopathic medicine. Social Science & Medicine, 47, 1739–1748.
  • Noland, C. & Carl, W. J. (2006). “It's not our ass”: Medical resident sense-making regarding lawsuits. Health Communication, 20, 81–89.
  • Norander, S., Mazer, J. P. & Bates, B. R. (2011). “D.O. or Die”: Identity negotiation among osteopathic medical students. Health Communication, 26, 59–70. doi:10.1080/10410236.2011.527622
  • Olufowote, J. O. (2008). A structurational analysis of informed consent to treatment: Societal evolution, contradiction, and reproductions in medical practice. Health Communication, 23, 292–303. doi:10.1080/10410230802056404
  • Olufowote, J. O. (2011). A dialectical perspective on informed consent to treatment: An examination of radiologists’ dilemmas and negotiations. Qualitative Health Research, 21, 831–852. doi:10.1177/1049732311402097
  • Pellegrino, E. D. (1993). The metamorphosis of medical ethics: A 30-year retrospective. Journal of the American Medical Association, 269, 1158–1162. doi:10.1001/jama.1993.03500090094039
  • Pellegrino, E. D. & Thomasma, D. C. (1993). The virtues in medical practice. Oxford: Oxford University Press.
  • Petronio, S. & Sargent, J. (2011). Disclosure predicaments arising during the course of patient care: Nurses’ privacy management. Health Communication, 26, 255–266. doi:10.1080/10410236.2010.549812
  • Poole, M. S. & Van de Ven, A. H. (1989). Using paradox to build management and organization theories. Academy of Management Review, 14, 562–578.
  • Putnam, L. L., Myers, K. K. & Gailliard, B. M. (2014). Examining the tensions in workplace flexibility and exploring options for new directions. Human Relations, Advance online publication. doi:10.1177/0018726713495704
  • Scheibel, D. (1996). Appropriating bodies: Organ(izing) ideology and cultural practice in medical school. Journal of Applied Communication Research, 24, 310–331.
  • Seo, M. & Creed, W. E. D. (2002). Institutional contradictions, praxis, and institutional change: A dialectical perspective. Academy of Management Review, 27, 222–247.
  • Seo, M., Putnam, L. L. & Bartunek, J. M. (2004). Dualities and tensions of planned organizational change. In M. S. Poole & A. H. Van de Ven (Eds.), Handbook of organizational change and innovation (pp. 73–107). New York, NY: Oxford University Press.
  • Shelton, W. (1999). Can virtue be taught? Academic Medicine, 74, 671–674.
  • Skloot, R. (2010/2011). The immortal life of Henrietta Lacks. New York: Random House.
  • Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston.
  • Stohl, C. & Cheney, G. (2001). Participatory processes/ paradoxical practices: Communication and ther dilemmas of organizational democracy. Management Communication Quarterly, 14, 349–407.
  • Stoltzfus, K., Stohl, C. & Seibold, D. R. (2011). Managing organizational change: Paradoxical problems, solutions, and consequences. Journal of Organizational Change, 24, 349–367. doi:10.1108/09534811111132749
  • Strauss, A. L. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
  • Sulmasy, D. P. (2000). Should medical schools be schools for virtue? Journal of General Internal Medicine, 15, 514–516.
  • Tracy, S. J. (2004). Dialectic, contradiction, or double bind? Analyzing and theorizing employee reactions to organizational tension. Journal of Applied Communication Research, 32, 119–146. doi:10.1080/0090988042000210025
  • Wong, J. G. W. S. & Cheung, E. P. T. (2003). Ethics assessment in medical students. Medical Teacher, 25, 5–8. doi:10.1080/0142159021000061341
  • Zorn, T. E. & Gregory, K. W. (2005). Learning the ropes together: Assimilation and friendship development among first-year male medical students. Health Communication, 17, 211–231.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.