Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Email this article to a Colleague Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to My Articles & Searches Download to citation manager Citing Articles via HighWire Citing Articles via Google Scholar Articles by Mohamed, M. Articles by Appelbaum, P. Search for Related Content PubMed Citation Articles by Mohamed, M. Articles by Appelbaum, P. Education, Psychiatrists

Protecting the Residency Training Environment: A Resident’s Perspective on the Ethical Boundaries in the Faculty-Resident Relationship

Received October 13, 2004; revised February 6, 2005; accepted February 15, 2005. Dr. Mohamed is Fellow, Consultation Liaison Psychiatry, Yale University School of Medicine New Haven, Connecticut. Dr. Punwani is Fellow, Child and Adolescent Psychiatry, University of Massachusetts Medical School, North Worcester, Massachusetts. Dr. Clay is Director, Office of Ethics, University of Massachusetts Medical School, North Worcester, Massachusetts. Dr. Appelbaum is A.F. Zeleznik Distinguished Professor and Chair, Department of Psychiatry, University of Massachusetts Medical School, North Worcester, Massachusetts. Address correspondence to Dr. Mohamed, Yale University School of Medicine, Department of Psychiatry, New Haven, CT; mmohamed{at}mailcity.com (E-mail). Copyright © 2005 Academic Psychiatry.

OBJECTIVE: This article explores ethical complexities that underlie resident-faculty relationships. The faculty-resident relationship is as complex as that between a therapist and his or her patient, but it has been far less well studied. METHODS: From data obtained from psychiatry residents and faculty members regarding their experiences in this relationship, the authors present five vignettes that illustrate unethical conduct in the faculty-resident relationship. RESULTS: Ethical lapses described in this article are problematic for two reasons: first, personal and professional harm may come to individual residents who find themselves interacting with an errant faculty member; and second, ethical lapses have the potential to damage the overall training environment itself. Once the terms of the faculty-resident relationship are discussed and accepted by all participants, unintentional or inadvertent ethical problems will be prevented, and residents will be in a position to identify faculty behaviors that do not conform to these agreed-upon expectations. CONCLUSIONS: This article highlights the importance of incorporating education about ethical responsibilities and faculty-resident boundaries into the training curriculum. The authors offer suggestions for understanding faculty members’ responsibilities to residents in their training programs.

This article has been cited by other articles:

				G. R. Scofield What is medical ethics consultation? J. Law Med. Ethics, March 1, 2008; 36(1): 95 - 118. [PDF]

Get information about faster international access.

Privacy Policy

Copyright © 2005 Academic Psychiatry. All rights reserved.

Home | Search | Current Issue | Past Issues | Subscribe | All APPI Journals | Help | Contact Us