{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,5]],"date-time":"2026-05-05T17:08:22Z","timestamp":1778000902547,"version":"3.51.4"},"reference-count":57,"publisher":"BMJ","issue":"4","funder":[{"name":"AMS\/OMSA Medical Student Education Research Grant in Compassionate Care"},{"name":"University of Toronto MAA CREMS Research Award in the Humanities and Social Sciences"}],"content-domain":{"domain":["bmj.com"],"crossmark-restriction":true},"short-container-title":["Med Humanities"],"accepted":{"date-parts":[[2023,3,31]]},"published-print":{"date-parts":[[2023,12]]},"abstract":"<jats:p>What constitutes a \u2018good doctor\u2019 varies widely across groups and contexts. While patients prioritise communication and empathy, physicians emphasise medical expertise, and medical students describe a combination of the two as professional ideals. We explored the conceptions of the \u2018good doctor\u2019 held by medical learners with chronic illnesses or disabilities who self-identify as patients to understand how their learning as both patients and future physicians aligns with existing medical school curricula. We conducted 10 semistructured interviews with medical students with self-reported chronic illness or disability and who self-identified as patients. We used critical discourse analysis to code for dimensions of the \u2018good doctor\u2019. In turn, using concepts of Bakhtinian intersubjectivity and the hidden curriculum we explored how these discourses related to student experiences with formal and informal curricular content.<\/jats:p>\n               <jats:p>According to participants, dimensions of the \u2018good doctor\u2019 included empathy, communication, attention to illness impact and boundary-setting to separate self from patients. Students reported that formal teaching on empathy and illness impact were present in the formal curriculum, however ultimately devalued through day-to-day interactions with faculty and peers. Importantly, teaching on boundary-setting was absent from the formal curriculum, however participants independently developed reflective practices to cultivate these skills. Moreover, we identified two operating discourses of the \u2018good doctor\u2019: an institutionalised discourse of the \u2018able doctor\u2019 and a counterdiscourse of the \u2018doctor with lived experience\u2019 which created a space for reframing experiences with illness and disability as a source of expertise rather than a source of stigma. Perspectives on the \u2018good doctor\u2019 carry important implications for how we define professional roles, and hold profound consequences for medical school admissions, curricular teaching and licensure. Medical students with lived experiences of illness and disability offer critical insights about curricular messages of the \u2018good doctor\u2019 based on their experiences as patients, providing important considerations for curriculum and faculty development.<\/jats:p>","DOI":"10.1136\/medhum-2022-012520","type":"journal-article","created":{"date-parts":[[2023,4,26]],"date-time":"2023-04-26T13:23:23Z","timestamp":1682515403000},"page":"613-622","update-policy":"https:\/\/doi.org\/10.1136\/crossmarkpolicy","source":"Crossref","is-referenced-by-count":8,"title":["What makes a \u2018good doctor\u2019? A critical discourse analysis of perspectives from medical students with lived experience as patients"],"prefix":"10.1136","volume":"49","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8039-872X","authenticated-orcid":false,"given":"Erene","family":"Stergiopoulos","sequence":"first","affiliation":[{"name":"Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Maria Athina (Tina)","family":"Martimianakis","sequence":"additional","affiliation":[{"name":"Department of Paediatrics, University of Toronto, Toronto, Ontario, Canada"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"239","published-online":{"date-parts":[[2023,4,26]]},"reference":[{"key":"2025092412431854000_49.4.613.1","doi-asserted-by":"crossref","unstructured":"Bakhtin Mikhail . 1986. \u201cSpeech Genres And Other Late Essays. Eds. Caryl Emerson and Michael Holquist. Austin, Texas: University of Texas Press.\u201d Available from: https:\/\/archive.org\/stream\/SpeechGenresAndOtherLateEssays\/Speech+Genres+and+Other+Late+Essays_djvu.txt","DOI":"10.7560\/720466"},{"issue":"13","key":"2025092412431854000_49.4.613.2","doi-asserted-by":"crossref","first-page":"2064","DOI":"10.1177\/1049732320922193","article-title":"\u201c\u2018I Can Understand Where They\u2019Re Coming From\u2019: How Clinicians\u2019 Disability Experiences Shape Their Interaction With Clients.\u201d","volume":"30","author":"Battalova","year":"2020","journal-title":"Qualitative Health Research"},{"issue":"3","key":"2025092412431854000_49.4.613.3","doi-asserted-by":"crossref","first-page":"248","DOI":"10.1111\/medu.13220","article-title":"\u201cPossibility and Agency in Figured Worlds: Becoming a \u2018Good Doctor.\u2019\u201d","volume":"51","author":"Bennett","year":"2017","journal-title":"Medical Education"},{"issue":"1\u20132","key":"2025092412431854000_49.4.613.4","first-page":"17","article-title":"\u201cAcademic Physicians\u2019 Views on Low-Value Services and the Choosing Wisely Campaign: A Qualitative Study.\u201d","volume":"5","author":"Bishop","year":"2017","journal-title":"Healthcare (Amsterdam, Netherlands)"},{"issue":"5","key":"2025092412431854000_49.4.613.5","doi-asserted-by":"crossref","first-page":"615","DOI":"10.1080\/09687599.2017.1308247","article-title":"\u201c\u2018We Are Not Anything Alike\u2019: Marginalization of Health Professionals with Disabilities.\u201d","volume":"32","author":"Bulk","year":"2017","journal-title":"Disability & Society"},{"key":"2025092412431854000_49.4.613.6","doi-asserted-by":"publisher","DOI":"10.1136\/bmj.325.7366.668"},{"issue":"3","key":"2025092412431854000_49.4.613.7","doi-asserted-by":"crossref","first-page":"654","DOI":"10.1007\/s11013-018-9580-0","article-title":"\u201cOrienting to Medicine: Scripting Professionalism, Hierarchy, and Social Difference at the Start of Medical School.\u201d","volume":"42","author":"Craig","year":"2018","journal-title":"Culture, Medicine and Psychiatry"},{"key":"2025092412431854000_49.4.613.8","doi-asserted-by":"crossref","DOI":"10.1186\/1472-6920-14-77","article-title":"\u201c\u2018A World of Difference\u2019: A Qualitative Study of Medical Students\u2019 Views on Professionalism and the \u2018Good Doctor.\u2019\u201d","volume":"14","author":"Cuesta-Briand","year":"2014","journal-title":"BMC Medical Education"},{"issue":"1","key":"2025092412431854000_49.4.613.9","doi-asserted-by":"crossref","DOI":"10.1186\/s40337-018-0231-1","article-title":"\u201cPhysicians\u2019 Perspectives on the Treatment of Patients with Eating Disorders in the Acute Setting.\u201d","volume":"7","author":"Davidson","year":"2019","journal-title":"Journal of Eating Disorders"},{"key":"2025092412431854000_49.4.613.10","doi-asserted-by":"publisher","DOI":"10.1001\/jama.2011.1469"},{"issue":"1","key":"2025092412431854000_49.4.613.11","doi-asserted-by":"crossref","first-page":"5","DOI":"10.1007\/S40037-017-0402-9","article-title":"\u201cMedical Students Are Not Blank Slates: Positionality and Curriculum Interact to Develop Professional Identity.\u201d","volume":"7","author":"Fergus","year":"2018","journal-title":"Perspectives on Medical Education"},{"issue":"9","key":"2025092412431854000_49.4.613.12","first-page":"1408","article-title":"\u201cAre We There Yet? 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