Faculty Response to Student Confrontation
Abstract
A psychiatric faculty was confronted with the need for change by discontented first-year medical students. A description of the events and some of the factors involved in the faculty response to the student demands is presented. There were a number of irrational and emotional factors influencing faculty attitudes; these variously reinforced prior tendencies in favor of or against change. Recognition of these irrational tendencies is essential if we are to prevent polarization and promote cooperation and problem solving.
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