Perfectionism, Power, and Process: What We Must Address to Dismantle Mental Health Stigma in Medical Education
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作者:
Bynum, William E.
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Duke Univ, Sch Med, Dept Family Med & Community Hlth, Durham, NC 27708 USADuke Univ, Sch Med, Dept Family Med & Community Hlth, Durham, NC 27708 USA
Bynum, William E.
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Sukhera, Javeed
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Western Univ, Schulich Sch Med & Dent, Dept Psychiat, London, ON, Canada
Western Univ, Schulich Sch Med & Dent, Dept Paediat, London, ON, Canada
Western Univ, Schulich Sch Med & Dent, Ctr Educ Res & Innovat, London, ON, CanadaDuke Univ, Sch Med, Dept Family Med & Community Hlth, Durham, NC 27708 USA
Sukhera, Javeed
[2
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机构:
[1] Duke Univ, Sch Med, Dept Family Med & Community Hlth, Durham, NC 27708 USA
[2] Western Univ, Schulich Sch Med & Dent, Dept Psychiat, London, ON, Canada
[3] Western Univ, Schulich Sch Med & Dent, Dept Paediat, London, ON, Canada
[4] Western Univ, Schulich Sch Med & Dent, Ctr Educ Res & Innovat, London, ON, Canada
In this commentary, the authors draw on 2 personal accounts of mental illness published by Kirk J. Brower, MD, and Darrell G. Kirch, MD, in this issue to consider how and why mental health stigma is maintained in medical education. In particular, they explore how perfectionism, power differentials, and structural forces drive mental illness stigma in medical education. They argue that mental health stigma in medical education, while deeply embedded in the physician archetype and medical culture, is not inevitable and that dismantling it will require individual courage, interpersonal acceptance, and institutional action.