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What must I do to succeed?: Narratives from the US premedical experience

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What must I do to succeed?: Narratives from the US premedical experience

Auteurs : Katherine Y. Lin [États-Unis] ; Renee R. Anspach [États-Unis] ; Brett Crawford [États-Unis] ; Sonali Parnami [États-Unis] ; Andrea Fuhrel-Forbis [États-Unis] ; Raymond G. De Vries [États-Unis, Pays-Bas]

Source :

Social science & medicine : (1982) [ 0277-9536 ] ; 2014.

RBID : Pascal:14-0259092

Descripteurs français

KwdFr :
- Accomplissement, Entretiens comme sujet, Femelle, Humains, Mâle, Objectifs, Perception, Propédeutique médecine, Socialisation, Étudiants (psychologie).
MESH :
- psychologie : Étudiants.
Pascal (Inist)
- Accomplissement, Entretiens comme sujet, Femelle, Humains, Mâle, Narration, Objectifs, Perception, Propédeutique médecine, Socialisation, Témoignage, Analyse discours, Etats-Unis, Education, Enseignement, Ethique, Programme enseignement, Socialisation, Aspect social, Médecine sociale, Homme.
Wicri :
- topic : Témoignage, Enseignement, Médecine sociale, Homme.

English descriptors

KwdEn :
- Achievement, Discourse analysis, Education, Education, Premedical, Educational program, Ethics, Female, Goals, Human, Humans, Interviews as Topic, Male, Narrative, Perception, Social aspect, Social medicine, Socialization, Students (psychology), Teaching, Testimony, United States.
MESH :
- psychology : Students.
- Achievement, Education, Premedical, Female, Goals, Humans, Interviews as Topic, Male, Perception, Socialization.

Abstract

How does a lay person become a doctor? How is a physician made? These questions have been central to work of medical sociologists for well over a half-century. Despite this abiding focus on socialization, nearly all of the literature on this process in the US is informed by studies of the medical school and residency years, with almost no empirical attention paid to the premedical years. Our study addresses this gap in knowledge. To better understand the premedical years we conducted 49 in-depth interviews with premedical students at a selective, public Midwestern university. We found that students understand and explain decisions made during the premedical years with narratives that emphasize the qualities of achievement-orientation, perseverance, and individualism. We also find that these qualities are also emphasized in narratives employed to account for the choice to collaborate with, or compete against, premedical peers. Examination of premedical narratives, and the qualities they emphasize, enriches our understanding of how premedical education shapes a physician's moral development, and underscores the need to include the premedical years in our accounts of "becoming a doctor.".

Url:

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4252792

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<front><div type="abstract" xml:lang="en">How does a lay person become a doctor? How is a physician made? These questions have been central to work of medical sociologists for well over a half-century. Despite this abiding focus on socialization, nearly all of the literature on this process in the US is informed by studies of the medical school and residency years, with almost no empirical attention paid to the premedical years. Our study addresses this gap in knowledge. To better understand the premedical years we conducted 49 in-depth interviews with premedical students at a selective, public Midwestern university. We found that students understand and explain decisions made during the premedical years with narratives that emphasize the qualities of achievement-orientation, perseverance, and individualism. We also find that these qualities are also emphasized in narratives employed to account for the choice to collaborate with, or compete against, premedical peers. Examination of premedical narratives, and the qualities they emphasize, enriches our understanding of how premedical education shapes a physician's moral development, and underscores the need to include the premedical years in our accounts of "becoming a doctor.".</div>
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<sourceDesc><biblStruct><analytic><title xml:lang="en" level="a">What must I do to succeed?: Narratives from the US premedical experience</title>
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</author>
<author><name sortKey="Anspach, Renee R" sort="Anspach, Renee R" uniqKey="Anspach R" first="Renee R." last="Anspach">Renee R. Anspach</name>
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</placeName>
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<author><name sortKey="Parnami, Sonali" sort="Parnami, Sonali" uniqKey="Parnami S" first="Sonali" last="Parnami">Sonali Parnami</name>
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</affiliation>
</author>
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<s3>NLD</s3>
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<series><title level="j" type="main">Social science & medicine : (1982)</title>
<title level="j" type="abbreviated">Soc. sci. med. : (1982)</title>
<idno type="ISSN">0277-9536</idno>
<imprint><date when="2014">2014</date>
</imprint>
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<seriesStmt><title level="j" type="main">Social science & medicine : (1982)</title>
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<profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Discourse analysis</term>
<term>Education</term>
<term>Educational program</term>
<term>Ethics</term>
<term>Human</term>
<term>Narrative</term>
<term>Social aspect</term>
<term>Social medicine</term>
<term>Socialization</term>
<term>Teaching</term>
<term>Testimony</term>
<term>United States</term>
</keywords>
<keywords scheme="Pascal" xml:lang="fr"><term>Narration</term>
<term>Témoignage</term>
<term>Analyse discours</term>
<term>Etats-Unis</term>
<term>Education</term>
<term>Enseignement</term>
<term>Ethique</term>
<term>Programme enseignement</term>
<term>Socialisation</term>
<term>Aspect social</term>
<term>Médecine sociale</term>
<term>Homme</term>
</keywords>
<keywords scheme="Wicri" type="topic" xml:lang="fr"><term>Témoignage</term>
<term>Enseignement</term>
<term>Médecine sociale</term>
<term>Homme</term>
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</teiHeader>
<front><div type="abstract" xml:lang="en">How does a lay person become a doctor? How is a physician made? These questions have been central to work of medical sociologists for well over a half-century. Despite this abiding focus on socialization, nearly all of the literature on this process in the US is informed by studies of the medical school and residency years, with almost no empirical attention paid to the premedical years. Our study addresses this gap in knowledge. To better understand the premedical years we conducted 49 in-depth interviews with premedical students at a selective, public Midwestern university. We found that students understand and explain decisions made during the premedical years with narratives that emphasize the qualities of achievement-orientation, perseverance, and individualism. We also find that these qualities are also emphasized in narratives employed to account for the choice to collaborate with, or compete against, premedical peers. Examination of premedical narratives, and the qualities they emphasize, enriches our understanding of how premedical education shapes a physician's moral development, and underscores the need to include the premedical years in our accounts of "becoming a doctor.".</div>
</front>
</TEI>
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<PMC><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">What must I do to succeed?: Narratives from the US Premedical Experience</title>
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<author><name sortKey="Anspach, Renee R" sort="Anspach, Renee R" uniqKey="Anspach R" first="Renee R." last="Anspach">Renee R. Anspach</name>
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<affiliation wicri:level="2"><nlm:aff id="A4"> University of Michigan School of Medicine, Department of Medical Education, Department of Obstetrics & Gynecology North Campus Research Complex 2800 Plymouth Road, Bldg. 16 Rm. 430W, Ann Arbor, MI 48109-2800</nlm:aff>
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<sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">What must I do to succeed?: Narratives from the US Premedical Experience</title>
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</author>
<author><name sortKey="Crawford, Brett" sort="Crawford, Brett" uniqKey="Crawford B" first="Brett" last="Crawford">Brett Crawford</name>
<affiliation wicri:level="2"><nlm:aff id="A2"> University of Pittsburgh, Katz Graduate School of Business 312 Mervis Hall Pittsburgh, PA 15620</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Pennsylvanie</region>
</placeName>
<wicri:cityArea> University of Pittsburgh, Katz Graduate School of Business 312 Mervis Hall Pittsburgh</wicri:cityArea>
</affiliation>
</author>
<author><name sortKey="Parnami, Sonali" sort="Parnami, Sonali" uniqKey="Parnami S" first="Sonali" last="Parnami">Sonali Parnami</name>
<affiliation wicri:level="2"><nlm:aff id="A3"> Center for Bioethics and Social Sciences in Medicine, University of Michigan North Campus Research Complex 2800 Plymouth Road, Bldg. 16 Rm. 430W, Ann Arbor, MI 48109-2800</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Michigan</region>
</placeName>
<wicri:cityArea> Center for Bioethics and Social Sciences in Medicine, University of Michigan North Campus Research Complex 2800 Plymouth Road, Bldg. 16 Rm. 430W, Ann Arbor</wicri:cityArea>
</affiliation>
</author>
<author><name sortKey="Fuhrel Forbis, Andrea" sort="Fuhrel Forbis, Andrea" uniqKey="Fuhrel Forbis A" first="Andrea" last="Fuhrel-Forbis">Andrea Fuhrel-Forbis</name>
<affiliation wicri:level="2"><nlm:aff id="A3"> Center for Bioethics and Social Sciences in Medicine, University of Michigan North Campus Research Complex 2800 Plymouth Road, Bldg. 16 Rm. 430W, Ann Arbor, MI 48109-2800</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Michigan</region>
</placeName>
<wicri:cityArea> Center for Bioethics and Social Sciences in Medicine, University of Michigan North Campus Research Complex 2800 Plymouth Road, Bldg. 16 Rm. 430W, Ann Arbor</wicri:cityArea>
</affiliation>
</author>
<author><name sortKey="De Vries, Raymond G" sort="De Vries, Raymond G" uniqKey="De Vries R" first="Raymond G." last="De Vries">Raymond G. De Vries</name>
<affiliation wicri:level="2"><nlm:aff id="A1"> University of Michigan, Department of Sociology LSA Building, Rm #3001 500 S. State St. Ann Arbor, MI 48109-1382</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Michigan</region>
</placeName>
<wicri:cityArea> University of Michigan, Department of Sociology LSA Building, Rm #3001 500 S. State St. Ann Arbor</wicri:cityArea>
</affiliation>
<affiliation wicri:level="2"><nlm:aff id="A3"> Center for Bioethics and Social Sciences in Medicine, University of Michigan North Campus Research Complex 2800 Plymouth Road, Bldg. 16 Rm. 430W, Ann Arbor, MI 48109-2800</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Michigan</region>
</placeName>
<wicri:cityArea> Center for Bioethics and Social Sciences in Medicine, University of Michigan North Campus Research Complex 2800 Plymouth Road, Bldg. 16 Rm. 430W, Ann Arbor</wicri:cityArea>
</affiliation>
<affiliation wicri:level="2"><nlm:aff id="A4"> University of Michigan School of Medicine, Department of Medical Education, Department of Obstetrics & Gynecology North Campus Research Complex 2800 Plymouth Road, Bldg. 16 Rm. 430W, Ann Arbor, MI 48109-2800</nlm:aff>
<country xml:lang="fr">États-Unis</country>
<placeName><region type="state">Michigan</region>
</placeName>
<wicri:cityArea> University of Michigan School of Medicine, Department of Medical Education, Department of Obstetrics & Gynecology North Campus Research Complex 2800 Plymouth Road, Bldg. 16 Rm. 430W, Ann Arbor</wicri:cityArea>
</affiliation>
</author>
</analytic>
<series><title level="j">Social science & medicine (1982)</title>
<idno type="ISSN">0277-9536</idno>
<idno type="eISSN">1873-5347</idno>
<imprint><date when="2014">2014</date>
</imprint>
</series>
</biblStruct>
</sourceDesc>
</fileDesc>
<profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Achievement</term>
<term>Education, Premedical</term>
<term>Female</term>
<term>Goals</term>
<term>Humans</term>
<term>Interviews as Topic</term>
<term>Male</term>
<term>Perception</term>
<term>Socialization</term>
<term>Students (psychology)</term>
</keywords>
<keywords scheme="KwdFr" xml:lang="fr"><term>Accomplissement</term>
<term>Entretiens comme sujet</term>
<term>Femelle</term>
<term>Humains</term>
<term>Mâle</term>
<term>Objectifs</term>
<term>Perception</term>
<term>Propédeutique médecine</term>
<term>Socialisation</term>
<term>Étudiants (psychologie)</term>
</keywords>
<keywords scheme="MESH" qualifier="psychologie" xml:lang="fr"><term>Étudiants</term>
</keywords>
<keywords scheme="MESH" qualifier="psychology" xml:lang="en"><term>Students</term>
</keywords>
<keywords scheme="MESH" xml:lang="en"><term>Achievement</term>
<term>Education, Premedical</term>
<term>Female</term>
<term>Goals</term>
<term>Humans</term>
<term>Interviews as Topic</term>
<term>Male</term>
<term>Perception</term>
<term>Socialization</term>
</keywords>
<keywords scheme="MESH" xml:lang="fr"><term>Accomplissement</term>
<term>Entretiens comme sujet</term>
<term>Femelle</term>
<term>Humains</term>
<term>Mâle</term>
<term>Objectifs</term>
<term>Perception</term>
<term>Propédeutique médecine</term>
<term>Socialisation</term>
</keywords>
</textClass>
</profileDesc>
</teiHeader>
<front><div type="abstract" xml:lang="en"><p id="P1">Medical sociologists have long been fascinated with the process through which laypersons are transformed into physicians, uncovering the ways in which one learns, not just the facts of medical science, but also how to <italic>be</italic>
 a physician. Despite this abiding focus on socialization, nearly all of the literature on this process in the US is informed by studies of the medical school and residency years, with almost no empirical attention paid to the premedical years. Our study addresses this gap in knowledge. To better understand the premedical years we conducted 49 in-depth interviews with premedical students at a selective, public Midwestern university. We found that students understand and explain decisions made during the premedical years with narratives that emphasize the qualities of achievement-orientation, perseverance, and individualism. We also find that these qualities are also emphasized in narratives employed to account for the choice to collaborate with, or compete against, premedical peers. Examination of premedical narratives, and the qualities they emphasize, enriches our understanding of how premedical education shapes a physician's moral development, and underscores the need to include the premedical years in our accounts of “becoming a doctor.”</p>
</div>
</front>
</TEI>
</PMC>
</double>
</record>

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What must I do to succeed?: Narratives from the US premedical experience

What must I do to succeed?: Narratives from the US premedical experience

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