PubMed · 7287255
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R Mendelsohn. 1981. When groups merge: transference and countertransference issues.. https://doi.org/10.1080/00207284.1981.11492316
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Behind iatrogenic disturbances caused by psychological factors lies the dependence of present day medicine on the reductionist scientific paradigm of the 18th century. The latter excludes psychological and social factors from the "scientific equation". Only absolute objectivity and neutrality in the observer, and the avoidance of personality and history in the patient, are held to be valid. The patient's individual reality, as influencing his individual physiology, is not considered. The results are errors in diagnosis (e.g. with patients suffering from chronic pain), abuse (including sexual) of women patients, and insufficient care of cancer patients. Psychological iatrogenic disturbances can be reduced by training medical students in biopsychosocial interrelations and by self-experience courses for physicians.
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Although it is acknowledged that clinical teaching is an interpersonal process that is relational in nature, little has been written regarding the conflicts and feelings that can exist within the student-teacher relationship. The article is a discussion of the concept of countertransference in psychotherapy, specifically as to how it may be applied to understanding clinical teachers' subjective responses to students. The authors present arguments to support the fit between the concept of countertransference and clinical teaching, focusing on the negative effects of a teacher's countertransference in clinical teaching. The implications of the concept of countertransference in clinical nursing education is explored.