front cover of Bodies in Formation
Bodies in Formation
An Ethnography of Anatomy and Surgery Education
Rachel Prentice
Duke University Press, 2012
Surgeons employ craft, cunning, and technology to open, observe, and repair patient bodies. In Bodies in Formation, anthropologist Rachel Prentice enters surgical suites increasingly packed with new medical technologies to explore how surgeons are made in the early twenty-first century. Prentice argues that medical students and residents learn through practice, coming to embody unique ways of perceiving, acting, and being. Drawing on ethnographic observation in anatomy laboratories, operating rooms, and technology design groups, she shows how trainees become physicians through interactions with colleagues and patients, technologies and pathologies, bodies and persons. Bodies in Formation foregrounds the technical, ethical, and affective formation of physicians, demonstrating how, even within a world of North American biomedicine increasingly dominated by technologies for remote interventions and computerized teaching, good care remains the art of human healing.
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The doctor tree
developmental stages in the growth of physicians
Ralph N Zabarenko
University of Pittsburgh Press, 1978

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Educating For Professionalism
Creating A Culture Of Humanism In Medical Education
Delese Wear
University of Iowa Press, 2000

 The thirteen essays in Educating for Professionalism examine the often conflicting ethical, social, emotional, and intellectual messages that medical institutions send to students about what it means to be a doctor. Because this disconnection between what medical educators profess and what students experience is partly to blame for the current crisis in medical professionalism, the authors offer timely, reflective analyses of the work and opportunities facing medical education if doctors are to win public trust.

In their drive to improve medical professionalism within the world of academic medicine, editors Delese Wear and Janet Bickel have assembled thought-provoking essays that elucidate the many facets of teaching, valuing, and maintaining medical professionalism in the middle of the myriad challenges facing medicine at the dawn of the twenty-first century.

The collection traces how the values of altruism and service can influence not only mission statements and admission policies but also the content of medical school ethics courses, student-led task forces, and mentoring programs, along with larger environmental issues in medical schools and the communities they serve.

Contributors: 

Stanley Joel Reiser
Jack Coulehan
Peter C. Williams
Frederic W. Hafferty
Richard Martinez
Judith Andre
Jake Foglio
Howard Brody
Sheila Woods
Sue Fosson
Lois Margaret Nora
Mary Anne C. Johnston
Tana A. Grady-Weliky
Cynthia N. Kettyle
Edward M. Hundert
Norma E. Wagoner
Frederick A. Miller
William D. Mellon
Howard Waitzkin
Donald Wasylenki
Niall Byrne
Barbara McRobb
Edward J. Eckenfels
Lucy Wolf Tuton
Claudia H. Siegel
Timothy B. Campbell

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The Mindful Medical Student
A Psychiatrist’s Guide to Staying Who You Are While Becoming Who You Want to Be
Jeremy Spiegel
Dartmouth College Press, 2009
Four years in medical school are not only demanding and competitive in a strictly academic sense, but they may bring students face-to-face with perfectionism, anxiety, obsessions, power plays, difficult patients, ethical dilemmas, identity crises, sleep deprivation, financial strain, and—perhaps for the first time in their lives—confrontations with disease, suffering, and death. The Mindful Medical Student will broaden readers’ perspectives and cultivate their ability to respond to the extreme emotional, psychological, and spiritual challenges posed by medical school and, eventually, a medical career. Jeremy Spiegel, MD, tackled these issues head on, prevailed, and became a first-rate psychiatrist. Now, in a vital book, he shares what he has learned.
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The Wild Goose
Mori Ogai; Translated with an Introduction by Burton Watson
University of Michigan Press, 1995
Mori Ōgai (1862–1922), one of the giants of modern Japanese literature, wrote The Wild Goose at the turn of the century. Set in the early 1880s, it was, for contemporary readers, a nostalgic return to a time when the nation was embarking on an era of dramatic change. Ōgai’s narrator is a middle-aged man reminiscing about an unconsummated affair, dating to his student days, between his classmate and a young woman kept by a moneylender. At a time when writers tended to depict modern, alienated male intellectuals, the characters of The Wild Goose are diverse, including not only students preparing for a privileged intellectual life and members of the plebeian classes who provide services to them, but also a pair of highly developed female characters. The author’s sympathetic and penetrating portrayal of the dilemmas and frustrations faced by women in this early period of Japan’s modernization makes the story of particular interest to readers today.
Ōgai was not only a prolific and popular writer, but also a protean figure in early modern Japan: critic, translator, physician, military officer, and eventually Japan’s Surgeon General. His rigorous and broad education included the Chinese classics as well as Dutch and German; he gained admittance to the Medical School of Tokyo Imperial University at the age of only fifteen. Once established as a military physician, he was sent to Germany for four years to study aspects of European medicine still unfamiliar to the Japanese. Upon his return, he produced his first works of fiction and translations of English and European literature. Ōgai’s writing is extolled for its unparalleled style and psychological insight, nowhere better demonstrated than in The Wild Goose.
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