Journal of General Internal Medicine

, Volume 19, Issue 5, pp 501–504

Toward an informal curriculum that teaches professionalism

Transforming the social environment of a medical school

Authors

    • the University of Rochester School of Medicine and Dentistry
    • Relationship Centered Health Care
  • Penelope R. Williamson
    • the Johns Hopkins University School of Medicine
    • Relationship Centered Health Care
  • Debra K. Litzelman
    • the Indiana University School of Medicine
  • Richard M. Frankel
    • the Regenstrief Institute for Health Care
    • the Indiana University School of Medicine
    • the Richard L. Roudebush VAMC
  • David L. Mossbarger
    • the Regenstrief Institute for Health Care
    • the Regenstrief Institute for Health Care
    • the Indiana University School of Medicine
  • the Relationship-centered Care Initiative Discovery Team
Innovations In Education And Clinical Practice

DOI: 10.1111/j.1525-1497.2004.30157.x

Cite this article as:
Suchman, A.L., Williamson, P.R., Litzelman, D.K. et al. J GEN INTERN MED (2004) 19: 501. doi:10.1111/j.1525-1497.2004.30157.x

Abstract

The social environment or “informal” curriculum of a medical school profoundly influences students’ values and professional identities. The Indiana University School of Medicine is seeking to foster a social environment that consistently embodies and reinforces the values of its formal competency-based curriculum. Using an appreciative narrative-based approach, we have been encouraging students, residents, and faculty to be more mindful of relationship dynamics throughout the school. As participants discover how much relational capacity already exists and how widespread is the desire for a more collaborative environment, their perceptions of the school seem to shift, evoking behavior change and hopeful expectations for the future.

Key words

medical educationprofessionalismcurriculumcompetenciesrelationship-centered care
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Copyright information

© Society of General Internal Medicine 2004