Show simple item record

dc.contributor.authorReitz, Randall
dc.contributor.authorSimmons, Paul D.
dc.contributor.authorRunyan, Christine
dc.contributor.authorHodgson, Jennifer
dc.contributor.authorCarter-Henry, Stephanie
dc.date2022-08-11T08:08:06.000
dc.date.accessioned2022-08-23T15:42:15Z
dc.date.available2022-08-23T15:42:15Z
dc.date.issued2013-03-01
dc.date.submitted2019-02-19
dc.identifier.citation<p>Fam Syst Health. 2013 Mar;31(1):96-107. doi: 10.1037/a0031862. <a href="https://doi.org/10.1037/a0031862">Link to article on publisher's site</a></p>
dc.identifier.issn1091-7527 (Linking)
dc.identifier.doi10.1037/a0031862
dc.identifier.pmid23566134
dc.identifier.urihttp://hdl.handle.net/20.500.14038/26803
dc.description.abstractHealthcare training environments, particularly in multidisciplinary training settings, present unique ethical dilemmas as a result of the multiple relationships faculty must balance while working with trainees. The historical and current perspectives on multiple roles in training environments will first be summarized. Evidence of a gap between the extant discipline specific guidelines and the realities of situations that occur in healthcare training will then be revealed, as illustrated in a case example. Primary care medicine training environments are highly nuanced, potentially leading to an infinite number of ambiguous situations that require a generalizable model for managing multiple roles. Rather than recommend specific modifications to existing ethical guidelines, a new model emphasizing role awareness and decision making when challenges in healthcare training settings arise is proposed. Recommendations for the case example using the model are offered. All professionals are prone to boundary transgressions; explicit training about and the maintenance of appropriate role balance will help to ensure high-functioning relationships and maximize the quality of patient care, resident education, faculty and resident satisfaction, and modeling of professional behavior to improve competencies as clinicians and educators.
dc.language.isoen_US
dc.relation<p><a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=23566134&dopt=Abstract">Link to Article in PubMed</a></p>
dc.relation.urlhttps://insights.ovid.com/famse/201303110/00124787-201303110-00013
dc.subjectgraduate healthcare education
dc.subjectmultidisciplinary training
dc.subjectsupervision and training
dc.subjectethics
dc.subjectprofessional competence
dc.subjectprofessional boundaries
dc.subjectBehavioral Medicine
dc.subjectBioethics and Medical Ethics
dc.subjectHealth Psychology
dc.subjectIntegrative Medicine
dc.subjectMedical Education
dc.subjectMental and Social Health
dc.subjectPrimary Care
dc.subjectPsychiatry and Psychology
dc.titleMultiple role relationships in healthcare education
dc.typeJournal Article
dc.source.journaltitleFamilies, systems and health : the journal of collaborative family healthcare
dc.source.volume31
dc.source.issue1
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/cipc/40
dc.identifier.contextkey13851651
html.description.abstract<p>Healthcare training environments, particularly in multidisciplinary training settings, present unique ethical dilemmas as a result of the multiple relationships faculty must balance while working with trainees. The historical and current perspectives on multiple roles in training environments will first be summarized. Evidence of a gap between the extant discipline specific guidelines and the realities of situations that occur in healthcare training will then be revealed, as illustrated in a case example. Primary care medicine training environments are highly nuanced, potentially leading to an infinite number of ambiguous situations that require a generalizable model for managing multiple roles. Rather than recommend specific modifications to existing ethical guidelines, a new model emphasizing role awareness and decision making when challenges in healthcare training settings arise is proposed. Recommendations for the case example using the model are offered. All professionals are prone to boundary transgressions; explicit training about and the maintenance of appropriate role balance will help to ensure high-functioning relationships and maximize the quality of patient care, resident education, faculty and resident satisfaction, and modeling of professional behavior to improve competencies as clinicians and educators.</p>
dc.identifier.submissionpathcipc/40
dc.contributor.departmentDepartment of Family Medicine and Community Health
dc.contributor.departmentCenter for Integrated Primary Care
dc.source.pages96-107


This item appears in the following Collection(s)

Show simple item record