AMA Journal of Ethics®

Illuminating the art of medicine

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AMA Journal of Ethics®

Illuminating the art of medicine

Virtual Mentor. March 2014, Volume 16, Number 3: 153-234.

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March 2014 Contents

The Problem of Mistreatment in Medical Education

Ethics Poll

In some hierarchal training environments (e.g., medical school, the military) humiliation, embarrassment, and even hazing have been used as aids to learning or training. Check each of the following statements about such learning tactics that you think are true.
Such tactics create a sense of cohesion and camaraderie among the students or recruits who are subjected to them.
Some stress and disequilibrium are beneficial in learning.
Hazing is effective in separating those who will be able to think clearly in stressful, possibly life-or-death, situations from those who will not.
The threat of embarrassment in front of one’s peers incites one to study and prepare more thoroughly.
Humiliation and embarrassment in front of one’s peers can cause psychological harm.
Those who are humiliated or put through hazing are likely to employ those tactics on others when they are in a position to do so to.
All training goals can be achieved without those methods.

Students and employees are often asked to evaluate their teachers' and supervisors' competence and behavior. Which of the following best expresses your opinion on whether these evaluations should be anonymous?
Evaluations of one’s superiors should not be anonymous; identifying evaluators by name ensures greater honesty in evaluations.
Evaluations of one’s superiors should not be anonymous because they can have promotion or termination consequences for the teacher or supervisor.
Anonymous evaluations are useless because no corrective or punitive action can be taken on the basis of an anonymous complaint.
Evaluations of one’s superiors should be anonymous because evaluators’ fear of retaliation by their superiors will prevent them from reporting abuse or incompetence.
Evaluations of one’s superiors should be anonymous because it is the only way for the institution to get valid data on problem teachers and supervisors.
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From the Editor

To Bully and Be Bullied: Harassment and Mistreatment in Medical Education
Ajay Major
Full Text | PDF
Virtual Mentor. 2014; 16:155-160.

Educating for Professionalism

Ethics Cases

Pimping: Report or Do Nothing?
Commentary by Paul Burcher
Full Text | PDF
Virtual Mentor. 2014; 16:161-164.

Professionalism versus Antiharassment in Student Evaluation
Commentary by Howard Brody
Full Text | PDF
Virtual Mentor. 2014; 16:165-168.

Advising the “Gunner”: The Student with Noncognitive Learning Difficulties
Commentary by Kimberly A. Kilby
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Virtual Mentor. 2014; 16:169-175.

The Code Says

AMA Code of Medical Ethics’ Opinion on Sexual Harassment of Medical Students and Residents
Full Text | PDF
Virtual Mentor. 2014; 16:176.

Medical Education

Role Play in Medical Education to Address Student Mistreatment
Alison M. Heru
Full Text | PDF
Virtual Mentor. 2014; 16:177-181.

The Socratic Method and Pimping: Optimizing the Use of Stress and Fear in Instruction
Robert C. Oh and Brian V. Reamy
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Virtual Mentor. 2014; 16:182-186.

An Abuse-Free Medical School Environment: An Ethical Imperative
Joyce M. Fried and Sebastian Uijtdehaage
Full Text | PDF
Virtual Mentor. 2014; 16:187-191.

Feminist Learning Strategies in Health Professions Education
Nancy J. Michela
Full Text | PDF
Virtual Mentor. 2014; 16:192-195.

State of the Art and Science

Measuring Mistreatment: Honing Questions about Abuse on the Association of American Medical Colleges Graduation Questionnaire
Brian Mavis
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Virtual Mentor. 2014; 16:196-199.

Law, Policy, and Society

Policy Forum

Anonymous Surveys to Address Mistreatment in Medical Education
Georgette A. Dent
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Virtual Mentor. 2014; 16:200-203.

Medicine and Society

Moving Away from Hazing: The Example of Military Initial Entry Training
Gia A. DiRosa and Gerald F. Goodwin
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Virtual Mentor. 2014; 16:204-209.

History, Art, and Narrative

Images of Healing and Learning

The Hanging Medical Student: Sacrifice and Authority in Medical Education
Tripp Leavitt
Full Text | PDF
Virtual Mentor. 2014; 16:210-216.

Medical Narrative

Teaching by Humiliation—Why It Should Change
Jonathan Belsey
Full Text | PDF
Virtual Mentor. 2014; 16:217-219.

Resources

Suggested Readings and Resources
PDF
Virtual Mentor. 2014; 16:220-231.

About the Contributors
Full Text | PDF
Virtual Mentor. 2014; 16:232-234.