Abstract

With the Accreditation Council for GraduateMedical Education''s designation of professionalism as one of six corecompetencies in residency medical education,some educators of residents and medicalstudents believe that the concept ofprofessional role is too restrictive and narrowfor grappling with the complex dynamics ofprofessional–patient relationships. The ethicalquandaries of abortion and physician assistedsuicide illustrate how individual personalvalues cannot be ignored in the dynamicrelationship between health care professionaland patient. This article describes a medicalschool course where students are paired with patient mentors. Within the dynamic andintimate relationship that unfolds over severalmonths, students explore the experience ofboundaries, and are invited to use thisexperience to consider their evolvingprofessional identity.