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Acad Med ; 96(11): 1524-1528, 2021 11 01.
Article in English | MEDLINE | ID: covidwho-1298990


The role that resistance plays in medicine and medical education is ill-defined. Although physicians and students have been involved in protests related to the COVID-19 pandemic, structural racism, police brutality, and gender inequity, resistance has not been prominent in medical education's discourses, and medical education has not supported students' role and responsibility in developing professional approaches to resistance. While learners should not pick and choose what aspects of medical education they engage with, neither should their moral agency and integrity be compromised. To that end, the authors argue for professional resistance to become a part of medical education. This article sets out a rationale for a more explicit and critical recognition of the role of resistance in medical education by exploring its conceptual basis, its place both in training and practice, and the ways in which medical education might more actively embrace and situate resistance as a core aspect of professional practice. The authors suggest different strategies that medical educators can employ to embrace resistance in medical education and propose a set of principles for resistance in medicine and medical education. Embracing resistance as part of medical education requires a shift in attention away from training physicians solely to replicate and sustain existing systems and practices and toward developing their ability and responsibility to resist situations, structures, and acts that are oppressive, harmful, or unjust.

COVID-19/psychology , Education, Medical/methods , Health Personnel/education , Professional Practice/ethics , COVID-19/diagnosis , COVID-19/epidemiology , COVID-19/virology , Concept Formation/ethics , Female , Gender-Based Violence/prevention & control , Gender-Based Violence/statistics & numerical data , Humans , Male , Physicians/statistics & numerical data , Racism/prevention & control , Racism/statistics & numerical data , SARS-CoV-2/genetics , Social Responsibility , Students, Medical/statistics & numerical data
Encephale ; 46(3S): S99-S106, 2020 Jun.
Article in French | MEDLINE | ID: covidwho-1065056


COVID-19 is a multi-organ disease due to an infection with the SARS-CoV2 virus. It has become a pandemic in early 2020. The disease appears less devastating in children and adolescents. However, stress, quarantine and eventually mourning have major impacts on development. It is difficult to describe what this pandemic implies for a child psychiatrist, other than by giving a first-hand account. I propose to go through the main ethical questions that have arisen; to describe how my hospital team has reorganized itself to meet the new demands and questions, in particular by opening a unit dedicated to people with autism and challenging behaviors affected by COVID-19; and to address, in a context of national discussion, how the discipline has sought to understand the conditions of a certain well-being during quarantine. Finally, I will try to conclude with more speculative reflections on re-opening.

Adolescent Psychiatry , Attitude of Health Personnel , Autistic Disorder/therapy , Betacoronavirus , Child Psychiatry , Coronavirus Infections , Pandemics , Pneumonia, Viral , Psychiatry , Adolescent , Adolescent Behavior , Adolescent Psychiatry/ethics , Autistic Disorder/complications , Autistic Disorder/psychology , COVID-19 , Child , Child Behavior , Child Psychiatry/ethics , Communicable Disease Control/methods , Coronavirus Infections/complications , Coronavirus Infections/epidemiology , Coronavirus Infections/prevention & control , Coronavirus Infections/psychology , Coronavirus Infections/transmission , Cross Infection/complications , Cross Infection/psychology , Cross Infection/therapy , Environmental Exposure , France , Health Services Accessibility , Hospital Restructuring , Hospital Units/organization & administration , Humans , Infection Control/methods , Mental Health Services/ethics , Mental Health Services/organization & administration , Olfaction Disorders/etiology , Olfaction Disorders/psychology , Pandemics/prevention & control , Patient Acceptance of Health Care , Patient Care Team , Patient Isolation/psychology , Play Therapy , Pneumonia, Viral/complications , Pneumonia, Viral/prevention & control , Pneumonia, Viral/psychology , Pneumonia, Viral/transmission , Professional Practice/ethics , Protective Devices , Risk Factors , SARS-CoV-2 , Stress, Psychological/etiology