Abstract
Health care practitioners come to understand their professional roles through socialization processes. This project investigates value sets that are constructed through interactions between medical students and two important socializing agents: standardized patients and virtual patients. Through in-depth interviews with medical students and key administrators at two schools as well as an analysis of rhetorical artifacts about the formal curricula at both schools, we explored the ideological aspects of medical instruction as constituted and reinforced, perhaps subtly, covertly, and even inadvertently, through the pedagogical practices of using standardized and virtual patients. Our results highlight how these medical students perceive standardized and virtual patient interactions as an opportunity to manage uncertainty, and confront a primary tension they will face in enacting their professional rotes—being cost effective and efficient while also treating “patients as people.”.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 48-67 |
| Number of pages | 20 |
| Journal | Communication Studies |
| Volume | 55 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2004 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Communication
Cite this
Socializing medical students in an era of managed care : The ideological significance of standardized and virtual patients. / Harter, Lynn M.; Kirby, Erika L.
In: Communication Studies, Vol. 55, No. 1, 01.01.2004, p. 48-67.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Socializing medical students in an era of managed care
T2 - The ideological significance of standardized and virtual patients
AU - Harter, Lynn M.
AU - Kirby, Erika L.
PY - 2004/1/1
Y1 - 2004/1/1
N2 - Health care practitioners come to understand their professional roles through socialization processes. This project investigates value sets that are constructed through interactions between medical students and two important socializing agents: standardized patients and virtual patients. Through in-depth interviews with medical students and key administrators at two schools as well as an analysis of rhetorical artifacts about the formal curricula at both schools, we explored the ideological aspects of medical instruction as constituted and reinforced, perhaps subtly, covertly, and even inadvertently, through the pedagogical practices of using standardized and virtual patients. Our results highlight how these medical students perceive standardized and virtual patient interactions as an opportunity to manage uncertainty, and confront a primary tension they will face in enacting their professional rotes—being cost effective and efficient while also treating “patients as people.”.
AB - Health care practitioners come to understand their professional roles through socialization processes. This project investigates value sets that are constructed through interactions between medical students and two important socializing agents: standardized patients and virtual patients. Through in-depth interviews with medical students and key administrators at two schools as well as an analysis of rhetorical artifacts about the formal curricula at both schools, we explored the ideological aspects of medical instruction as constituted and reinforced, perhaps subtly, covertly, and even inadvertently, through the pedagogical practices of using standardized and virtual patients. Our results highlight how these medical students perceive standardized and virtual patient interactions as an opportunity to manage uncertainty, and confront a primary tension they will face in enacting their professional rotes—being cost effective and efficient while also treating “patients as people.”.
UR - http://www.scopus.com/inward/record.url?scp=20044380066&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=20044380066&partnerID=8YFLogxK
U2 - 10.1080/10510970409388605
DO - 10.1080/10510970409388605
M3 - Article
AN - SCOPUS:20044380066
VL - 55
SP - 48
EP - 67
JO - Communication Studies
JF - Communication Studies
SN - 0008-9575
IS - 1
ER -