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• Themes of medical profession and professional socialization in medical sociology textbooks

  79-97

  Éva Susánszky

  Zsuzsa Szántó

  Views:

  35

  Introduction: The present study examines the information on the medical profession and how the changes occurring in the medical practice, the social role and the evaluation of the physician are reflected in the English and Hungarian language medical sociology textbooks used in Hungary. Method: We analyzed chapters of Hungarian language medical sociology textbooks of the
  last 25 years that discuss medical profession and student choices, and textbooks used in English language courses of Semmelweis University. Results: The corpus of the Hungarian textbooks (history of medical profession, medical role models, models of doctor-patient relationships, medical socialization) stayed relatively unchanged. While preserving the myth of the medical profession, there are criticisms towards the role and relationship models. The theme of the medical education gradually disappears from the
  English language textbooks. The social positions of the medical profession and health care are discussed in a broader context, focusing on the health care system and health care provision, incorporating the allied professions, and taking aspects of patients/consumers into greater consideration. Summary: Both textbook types reflect on the changes in the social position of the medical profession. However, the English literature approaches the modernization processes from the angles of the health care system and health care provision, resulting in the diminishing importance of the topic of medical profession while the Hungarian literature focuses on the profession and professional education of physicians.

• A Hidden Stream in Medical Education

  56-78

  Attila Bánfalvi

  Views:

  40

  The general aim of medical education is the same as in the case of any other ones: creating a professional person from a lay one. A special characteristic of this education is a deep rift between the lay and the professional perspective. One of the main trends of this trait is the discrepancy between the open and the hidden curricula. The contents of the hidden curricula, in many cases, cannot support the main messages of the formal one, on the contrary, they provide a different or even contradictory set of norms, values,
  attitudes. One of the main consequences of these discrepancies is that some medical students have been becoming more cynical since their entrance into medical education. The open curricula emphasize empathy, alleviating pain and suffering, the importance of trust and fidelity, and that the well-being of patients is one of the most important priorities. The hidden curricula at the same time emphasize objectivity, detachment, caution, and being suspicious against emotions. One of the outcomes of these eventually contradictory tendencies is that the ’wounded healer’ is not a precondition for becoming a healer, like in archaic times, but a by-product of medical education.