Virtue Training in Medical Schools: The Perspective of Behavioral Science Course Directors

REFERENCES

• Annas, G. J. (2009). Globalized clinical trials and informed consent. New England Journal of Medicine, 360, 2050–2053. doi:10.1056/NEJMp0901474
   PubMed Web of Science ®Google Scholar
• 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
   PubMed Web of Science ®Google Scholar
• Apker, J., Propp, K. M., & Ford, W. S. Z. (2005). Negotiating status and identity tensions in healthcare team interactions: An exploration of nurse role dialectics. Journal of Applied Communication Research, 33, 93–115. doi:10.1080/00909880500044620
   Web of Science ®Google Scholar
• Borkon, M. J., Cornett, M. B., Pichert, J. W., Yan, G., Hickson, G. B., & Dattilo, J. B. (2009). An ex ante analysis of medical malpractice claims risk in vascular surgery. Journal of Vascular Surgery, 49, S21.
   Google Scholar
• Branch, W. T. (2000). Supporting the moral development of medical students. Journal of General Internal Medicine, 15, 503–508.
   PubMed Web of Science ®Google Scholar
• Brann, M., & Mattson, M. (2004). Toward a typology of confidentiality breaches in health care communication: An ethic of care analysis of provider practice and patient perceptions. Health Communication, 16, 229–251.
   Web of Science ®Google Scholar
• Carse, A. L. (1991). The ‘voice of care’: Implications for bioethical education. Journal of Medicine and Philosophy, 16, 5–28.
   PubMed Web of Science ®Google Scholar
• Clouser, K. D. (1975). Medical ethics: Some uses, abuses, and limitations. New England Journal of Medicine, 293, 384–387.
   PubMed Web of Science ®Google Scholar
• Conrad, P. (1988). Learning to doctor: Reflections on recent accounts of the medical school years. Journal of Health and Social Behavior, 29, 323–332.
   PubMed Web of Science ®Google Scholar
• Cribb, A., & Bignold, S. (1999). Towards the reflexive medical school: The hidden curriculum and medical education research. Studies in Higher Education, 24, 195–209.
   Web of Science ®Google Scholar
• Culver, C. M., Clouser, K. D., Gert, B., Brody, H., Fletcher, J., Jonsen, A., … Wikler, D. (1985). Basic curricular goals in medical ethics. New England Journal of Medicine, 312, 253–256.
   PubMed Web of Science ®Google Scholar
• DuBois, J. M., & Burkemper, J. (2002). Ethics education in U.S. medical schools: A study of syllabi. Academic Medicine, 77, 432–437.
   PubMed Web of Science ®Google Scholar
• 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.
   PubMed Web of Science ®Google Scholar
• Ellingson, L. L. (2003). Interdisciplinary health care teamwork in the clinic backstage. Journal of Applied Communication Research, 31, 93–117. doi:10.1080/0090988032000064579
   Web of Science ®Google Scholar
• Enomoto, E. K. (1997). Negotiating the ethics of care and justice. Educational Administration Quarterly, 33, 351–370.
   Web of Science ®Google Scholar
• 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.
   PubMed Web of Science ®Google Scholar
• Fox, E., Arnold, R. M., & Brody, B. (1995). Medical ethics education: Past, present, future. Academic Medicine, 70, 761–768.
   PubMed Web of Science ®Google Scholar
• Gilligan, C. (1982). In a different voice: Psychological theory and women’s voice. Cambridge, MA: Harvard University Press.
   Google Scholar
• Gilligan, C. (1989). Mapping the moral domain: New images of self in relationship. Cross Currents, 39, 50–63.
   Google Scholar
• Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago, IL: Aldine.
   Google Scholar
• Glick, S. M. (1994). The teaching of medical ethics to medical students. Journal of Medical Ethics, 20, 239–243.
   PubMed Web of Science ®Google Scholar
• Goldsmith, J., Wittenberg-Lyles, E., Rodriguez, D., & Sanchez-Reilly, S. (2010). Interdisciplinary geriatric and palliative care team narratives: Collaboration practices and barriers. Qualitative Health Research, 20, 93–104. doi:10.1177/1049732309355287
   PubMed Web of Science ®Google Scholar
• Hafferty, F. W. (1988). Cadaver stories and the emotional socialization of medical students. Journal of Health and Social Behavior, 29, 344–356.
   PubMed Web of Science ®Google Scholar
• Hafferty, F. W., & Franks, R. (1994). The hidden curriculum, ethics teaching, and the structure of medical education. Academic Medicine, 69, 861–871.
   PubMed Web of Science ®Google Scholar
• 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.
   Google Scholar
• 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.
   Google Scholar
• Lammers, J. C., & Geist, P. (1997). The transformation of caring in the light and shadow of “managed care.” Health Communication, 9, 45–60.
   Web of Science ®Google Scholar
• Lehmann, L. S., Kasoff, W. S., Koch, P., & Federman, D. D. (2004). A survey of medical ethics education at U.S. and Canadian medical schools. Academic Medicine, 79, 682–689.
   PubMed Web of Science ®Google Scholar
• 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.
   PubMed Web of Science ®Google Scholar
• Miller, K. (1998). The evolution of professional identity: The case of osteopathic medicine. Social Science & Medicine, 47, 1739–1748.
   PubMed Web of Science ®Google Scholar
• Miller, K., & Ryan, D. J. (2001). Communication in the age of managed care: Introduction to the special issue. Journal of Applied Communication Research, 29, 91–96.
   Web of Science ®Google Scholar
• 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
   PubMed Web of Science ®Google Scholar
• 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
   PubMed Web of Science ®Google Scholar
• Pellegrino, E. D., & Thomasma, D. C. (1993). The virtues in medical practice. Oxford, UK: Oxford University Press.
   Google Scholar
• Real, K., Bramson, R., & Poole, M. S. (2009). The symbolic and material nature of physician identity: Implications for physician–patient communication. Health Communication, 24, 575–587. doi:10.1080/10410230903242184
   PubMed Web of Science ®Google Scholar
• Rennie, D. L., Phillips, J. R., & Quartaro, G. K. (1995). Grounded theory: A promising approach to conceptualization in psychology? In B. G. Glaser (Ed.), Grounded theory: 1984–1994 (pp. 141–161). Mill Valley, CA: Sociology Press.
   Google Scholar
• Rodriguez, H. P., Rodday, A. M. C., Marshall, R. E., Nelson, K. L., Rogers, W. H., & Safran, D. G. (2008). Relation of patients’ experiences with individual physicians to malpractice risk. International Journal for Quality in Health Care, 20, 5–12.
   PubMed Web of Science ®Google Scholar
• Shelton, W. (1999). Can virtue be taught? Academic Medicine, 74, 671–674.
   PubMed Web of Science ®Google Scholar
• Skloot, R. (2010/2011). The immortal life of Henrietta Lacks. New York, NY: Random House.
   Google Scholar
• Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
   Google Scholar
• Sulmasy, D. P. (2000). Should medical schools be schools for virtue? Journal of General Internal Medicine, 15, 514–516.
   PubMed Web of Science ®Google Scholar
• Veatch, R. M. (1998). The place of care in ethical theory. Journal of Medicine and Philosophy, 23, 210–224.
   PubMed Web of Science ®Google Scholar
• Weber, R. P. (1990). Basic content analysis. Newbury Park, CA: Sage.
   Google Scholar
• Wittenberg-Lyles, E., Oliver, D. P., Kruse, R. L., Demiris, G., Gage, L. A., & Wagner, K. (2013). Family caregiver participation in hospice interdisciplinary team meetings: How does it affect the nature and content of communication. Health Communication, 28, 110–118. doi:10.1080/10410236.2011.652935
   Google Scholar
• Wofford, M. M., Wofford, J. L., Bothra, J., Kendrick, B., Smith, A., & Lichstein, P. R. (2004). Patient complaints about physician behaviors: A qualitative study. Academic Medicine, 79, 134–138.
   PubMed Web of Science ®Google Scholar
• Wong, J. G. W. S., & Cheung, E. P. T. (2003). Ethics assessment in medical students. Medical Teacher, 25, 5–8. doi:10.1080/0142159021000061341
   PubMed Web of Science ®Google Scholar
• 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.
   PubMed Web of Science ®Google Scholar