Evidence map›Paper›PMID 28986710›Full record

ArticleHealth care analysis : HCA : journal of health philosophy and policy2018

Scientism in Medical Education and the Improvement of Medical Care: Opioids, Competencies, and Social Accountability.

Lynette Reid

Abstract read
PubMed Publisher
In one paragraph

Article in Health care analysis : HCA : journal of health philosophy and policy, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
0.5field-weighted citation impact, top 26% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 5 citations in OpenAlex.

  1. Review
  2. Perils of Professionalization: Chronicling a Crisis and Renewing the Potential of Healthcare Management.Health care analysis : HCA : journal of health philosophy and policy · 2019
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

1 author at 1 institution in 1 country.

Lynette ReidDepartment of Bioethics, Dalhousie University, PO Box 15000, Halifax, NS, B3H 4R2, Canada. Lynette.Reid@dal.ca.ORCID http://orcid.org/0000-0002-3709-5061
Dalhousie University · CA

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Scientism in medical education distracts educators from focusing on the content of learning; it focuses attention instead on individual achievement and validity in its measurement. I analyze the specific form that scientism takes in medicine and in medical education. The competencies movement attempts to challenge old "scientistic" views of the role of physicians, but in the end it has invited medical educators to focus on validity in the measurement of individual performance for attitudes and skills that medicine resists conceptualizing as objective. Academic medicine should focus its efforts instead on quality and relevance of care. The social accountability movement proposes to shift the focus of academic medicine to the goal of high quality and relevant care in the context of community service and partnership with the institutions that together with medicine create and cope with health and with health deficits. I make the case for this agenda through a discussion of the linked histories of the opioid prescribing crisis and the professionalism movement.

Indexed as

Clinical CompetenceSocial ResponsibilityAnalgesics, OpioidEducation, MedicalHealth EquityHumansPractice Patterns, Physicians'ProfessionalismQuality ImprovementAnalgesics, OpioidHealth equityMedical educationOpioid prescribingProfessionalismScientismSocial accountability

Identifiers

PMID28986710
OpenAlexW2762660978

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.