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Editorials |

The Interface of Law and Medicine: A New Series in the “Medical Ethics” Section

Constantine A. Manthous, MD, FCCP; Richard S. Irwin, MD, Master FCCP
Author and Funding Information

From the Bridgeport Hospital and Yale University School of Medicine (Dr Manthous); University of Massachusetts and the Editorial Office of CHEST (Dr Irwin).

Correspondence to: Constantine A. Manthous, MD, FCCP, Bridgeport Hospital and Yale University School of Medicine, 267 Grant St, Bridgeport, CT 06610; e-mail: Pcmant@bpthosp.org


Financial/nonfinancial disclosures: The authors have reported to CHEST the following potential conflicts of interest: Dr Irwin is Editor in Chief of the Journal. Although not employed by the American College of Chest Physicians, a portion of Dr Irwin’s salary comes from the College as a stipend. Dr Manthous reports that no potential conflicts of interest exist with any companies/organizations whose products or services may be discussed in this article.

Reproduction of this article is prohibited without written permission from the American College of Chest Physicians (http://www.chestpubs.org/site/misc/reprints.xhtml).


© 2011 American College of Chest Physicians


Chest. 2011;139(3):488-489. doi:10.1378/chest.10-3177
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Extract

The ceaseless advance of medical technology and the stresses of everyday practice can wear us down. We may become increasingly alienated from our idealistic, first-year medical student selves. We may become entangled in the cynical bureaucracies and entrepreneurialism of 21st century medicine. In a modern-day equivalent of the Flexner Report, the Accreditation Council of Medical Education distilled medical education and practice to six domains: medi­cal knowledge, patient care, communication, practice-based learning, systems-based learning, and profes­sionalism.1 The mission of medical school and graduate medical education is to teach physicians the vocabulary and initiate a trajectory for lifelong growth in each domain or “competency.” Perhaps the most ethereal—the most difficult to teach and to instill using objective tools—is professionalism. The very meaning of the term has evolved substantially since Hippocrates, most recently explicated in the Charter of Medical Professionalism:

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