Michel Foucault and symbolic interactionism: The making of a new theory of interaction
Sociology
Castellani B
Studies in Symbolic Interaction, Vol 22, 1999
1999
1999
Journal Article or Conference Abstract Publication
n/a
Conflicting plots and narrative dysfunction in health care
History & Philosophy of Science; Research & Experimental Medicine
Wear D; Castellani B
Perspectives in Biology and Medicine
1999
1999
Journal Article
<a href="http://doi.org/10.1353/pbm.1999.0009" target="_blank" rel="noreferrer noopener">10.1353/pbm.1999.0009</a>
Physician views on practicing professionalism in the corporate age.
Education; Human; Interviews; Qualitative Studies; Professionalism; Professional Practice; Audiorecording; Medical; Business – Methods
Arnold Relman argues that medical education does not prepare students and residents to practice their profession in today's corporate health care system. Corporate health care administrators agree: Physicians enter the workforce unskilled in contract negotiation, evidence-based medicine, navigating bureaucratic systems, and so forth. What about practicing physicians? Do they agree as well? According to this study, they do. Feeling like decentered double agents and unprepared, physicians find themselves professionally lost, struggling to balance issues of cost and care and expressing lots of negativity toward the cultures of medicine and managed care. However, physicians are resilient. A group of physicians, who may be called proactive, are meeting the professional demands of corporate health care by becoming sophisticated about its bureaucratic organization and the ways in which their professional and personal commitments fit within the system. Following the lead of proactive physicians, the authors support Relman's thesis that education for both students and physicians requires a major overhaul.
Castellani B; Wear D
Qualitative Health Research
2000
2000-07
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1177/104973200129118598" target="_blank" rel="noreferrer noopener">10.1177/104973200129118598</a>
Is pathological gambling really a problem? – You bet!
Behavior; Gambling; Addictive
Castellani B
Psychiatric Times
2001
2001-02
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
The development of professionalism: curriculum matters.
*Clinical Competence; Curriculum/standards; Delivery of Health Care/economics; Education; Humans; Medical/standards; Professional Practice/*standards; Research; Schools; Science
The authors propose that professionalism, rather than being left to the chance that students will model themselves on ideal physicians or somehow be permeable to other elements of professionalism, is fostered by students' engagement with significant, integrated experiences with certain kinds of content. Like clinical reasoning, which cannot occur in a vacuum but must be built on particular knowledge, methods, and the development of skills, professionalism cannot flourish without its necessary basis of knowledge, methods, and skills. The authors present the need for an intellectual widening of the medical curriculum, so that students acquire not only the necessary tools of scientific and clinical knowledge, methods, and skills but also other relevant tools for professional development that can be provided only by particular knowledge, methods, and skills outside bioscience domains. Medical students have little opportunity to engage any body of knowledge not gained through bioscientific/empirical methods. Yet other bodies of knowledge-philosophy, sociology, literature, spirituality, and aesthetics are often the ones where compassion, communication, and social responsibility are addressed, illuminated, practiced, and learned. To educate broadly educated physicians who develop professionalism throughout their education and their careers requires a full-spectrum curriculum and the processes to support it. The authors sketch the ways in which admission, the curriculum (particularly promoting a sociologic consciousness, interdisciplinary thinking, and understanding of the economic/ political dimensions of health care), and assessment and licensure would function.
Wear D; Castellani B
Academic medicine : journal of the Association of American Medical Colleges
2000
2000-06
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/00001888-200006000-00009" target="_blank" rel="noreferrer noopener">10.1097/00001888-200006000-00009</a>