Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

The Diabetes Educator

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Qualitative Health Research
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Web of Science (9)
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Apker, J.
Right arrow Articles by Eggly, S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Apker, J.
Right arrow Articles by Eggly, S.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Communicating Professional Identity in Medical Socialization: Considering the Ideological Discourse of Morning Report

Julie Apker

Western Michigan University, Kalamazoo, Michigan.

Susan Eggly

Wayne State University, Detroit, Michigan.

In this study, the authors investigate how medical ideology and physician professional identity are socially constructed during morning report, a formal teaching conference considered to be a cornerstone of medical education. Analysis of transcripts from 20 meetings reveals physician identity is developed through ideological discourse that produces and reproduces systems of domination that privilege scientific medicine and marginalize humanistic approaches. Findings indicate how, in a socialization context uniquely focused on discourse, communication functions to construct a professional identity grounded in the principles of the biomedical model. Although medical residents deviate from traditional ideology by articulating the voice of the lifeworld, faculty physicians counter these moves by asserting the voice of medicine. The authors draw conclusions regarding identity formation and the socialization practices of medical education.

Key Words: communication • identity • medical education

Qualitative Health Research, Vol. 14, No. 3, 411-429 (2004)
DOI: 10.1177/1049732303260577
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Qual Health ResHome page
F. E. Fox, K. J. Rodham, M. F. Harris, G. J. Taylor, J. Sutton, J. Scott, and B. Robinson
Experiencing "The Other Side": A Study of Empathy and Empowerment in General Practitioners Who Have Been Patients
Qual Health Res, November 1, 2009; 19(11): 1580 - 1588.
[Abstract] [PDF]

Home page
 J. Med. EthicsHome page
H-M Hilden, M-L Honkasalo, and P Louhiala
Finnish doctors and the realisation of patient autonomy in the context of end of life decision making.
J. Med. Ethics, June 1, 2006; 32(6): 316 - 320.
[Abstract] [Full Text] [PDF]

Home page
 Nurs EthicsHome page
H.-M. Hilden and M.-L. Honkasalo
Finnish Nurses' Interpretations of Patient Autonomy in the Context of End-of-Life Decision Making
Nursing Ethics, January 1, 2006; 13(1): 41 - 51.
[Abstract] [PDF]