{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,11]],"date-time":"2026-03-11T06:08:37Z","timestamp":1773209317646,"version":"3.50.1"},"reference-count":22,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,5,20]],"date-time":"2025-05-20T00:00:00Z","timestamp":1747699200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2025,5,20]],"date-time":"2025-05-20T00:00:00Z","timestamp":1747699200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Medical Education"],"published-print":{"date-parts":[[2026,1]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>\n                      Medical dramas, such as\n                      <jats:italic>House<\/jats:italic>\n                      , often depict exaggerated skills and procedures that may influence medical students' perceptions of health care. The true extent to which doctors' competencies are exaggerated is unknown. The aim of this study was to assess the practical skills demonstrated in\n                      <jats:italic>House<\/jats:italic>\n                      and consider how these depictions could contribute to unrealistic professional identity formation amongst medical students.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      An observational study of season one of\n                      <jats:italic>House<\/jats:italic>\n                      was undertaken. Three reviewers, all senior medical trainees, independently analysed 22 episodes to identify practical skills demonstrated by the four main characters (Drs House, Foreman, Chase and Cameron). For inclusion, skills had to be performed without direct supervision by the character and have a direct impact on the patient at the focus of the episode.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      A total of 36 skills were identified. Dr Foreman displayed the highest number of skills (\n                      <jats:italic>n<\/jats:italic>\n                      \u00a0=\u200920), followed by Dr Chase (\n                      <jats:italic>n<\/jats:italic>\n                      \u00a0=\u200919) and Dr Cameron (\n                      <jats:italic>n<\/jats:italic>\n                      \u00a0=\u200915). Dr House's avoidance of patients was reflected in him displaying only four skills. Skills were diverse, encompassing laboratory, life support, procedural and radiological skills. Endotracheal intubation was the only skill demonstrated by all characters. Dr House was independent in performing a cat post\u2010mortem examination, and Drs Foreman and Chase were proficient in breaking into patients' homes for diagnostic purposes.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>While some of the skills demonstrated reflected real\u2010life trainee competencies, others misrepresented the abilities of a typical general physician. The depiction of doctors independently performing highly specialised interventions distorts the reality of medical training and undermines the complexity of medical education. This unrealistic portrayal may foster a mismatch between medical student expectations and the realities of professional practice. Addressing these inaccuracies is challenging, but necessary, to prevent skewed perceptions of the medical profession, which could lead to dissatisfaction with training and career progression.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/medu.15696","type":"journal-article","created":{"date-parts":[[2025,5,20]],"date-time":"2025-05-20T06:47:00Z","timestamp":1747723620000},"page":"28-33","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["<i>House<\/i>\n                    : Practical Abilities Represented on Television and Impact on mEdical Students (\u2018House PARTIES\u2019)"],"prefix":"10.1111","volume":"60","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4341-9501","authenticated-orcid":false,"given":"Lachlan","family":"Dick","sequence":"first","affiliation":[{"name":"Medical Education Directorate NHS Lothian  Edinburgh UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0006-5034-5228","authenticated-orcid":false,"given":"Andrew Toby","family":"Merriman","sequence":"additional","affiliation":[{"name":"Medical Education Directorate NHS Lothian  Edinburgh UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-4747-525X","authenticated-orcid":false,"given":"Ashley V.","family":"Simpson","sequence":"additional","affiliation":[{"name":"Medical Education Directorate NHS Lothian  Edinburgh UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9178-1425","authenticated-orcid":false,"given":"Victoria Ruth","family":"Tallentire","sequence":"additional","affiliation":[{"name":"Medical Education Directorate NHS Lothian  Edinburgh UK"},{"name":"NHS Education for Scotland  Edinburgh UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2025,5,20]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ajem.2020.03.018"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1136\/bmj\u20102023\u2010076019"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1186\/s13054\u2010020\u20102773\u20102"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0193972"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909\u2010021\u201002947\u20107"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.5694\/mja15.01068"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1080\/15265160802595074"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.resuscitation.2009.02.007"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1001\/jama.280.9.854"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.1177\/1363459314524804"},{"key":"e_1_2_10_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/medu.15142"},{"key":"e_1_2_10_13_1","doi-asserted-by":"publisher","DOI":"10.1111\/medu.13078"},{"key":"e_1_2_10_14_1","doi-asserted-by":"publisher","DOI":"10.1097\/ACM.0000000000000700"},{"key":"e_1_2_10_15_1","doi-asserted-by":"publisher","DOI":"10.4300\/JGME\u2010D\u201017\u201000440.1"},{"key":"e_1_2_10_16_1","doi-asserted-by":"publisher","DOI":"10.1111\/medu.15399"},{"key":"e_1_2_10_17_1","unstructured":"BMJ Careers.The Complete Guide To Becoming A Gastroenterology Doctor [Internet].2021[cited 2024 Sep 22]. 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