title: Roles, quandaries, and remedies: teaching professional boundaries to medical students.
abstract: This article conceptualizes a predictable set of tensions that medical students experience in their new roles with patients on clinical clerkships: empathy versus over-identification, objectivity versus avoidance, collaboration versus coercion, and self-confidence versus "special-ness." These tensions are framed in a developmental context for students and are used to highlight potential boundary difficulties. The role of supervision in teaching students and other beginning trainees about possible boundary issues is discussed.
authors.affiliation: Department of Psychiatry, Harvard Medical School, Boston, Mass., USA.
authors.forename: K S
authors.initials: KS
authors.lastname: Duckworth
authors.forename: M W
authors.initials: MW
authors.lastname: Kahn
authors.forename: T G
authors.initials: TG
authors.lastname: Gutheil
mesh_terms: D000328:Adult; D002982:Clinical Clerkship; D003479:Curriculum; D003674:Defense Mechanisms; D004645:Empathy; D005260:Female; D006801:Humans; D007396:Internship and Residency; D008297:Male; D010551:Personality; D010817:Physician-Patient Relations; D011570:Psychiatry / Q000193:education*; D012929:Psychological Distance; D013337:Students, Medical / Q000523:psychology*