Pedagogia umilinței: violență simbolică și formare profesională în educația medicală românească. O analiză sociologică a discursului profesional din mediul online medical
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Jun 29, 2026
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Abstract
Medical education in Romania remains deeply shaped by hierarchical traditions and symbolic power relations inherited from its institutional past. Within clinical training, humiliation and disrespect often function as implicit pedagogical tools rather than as deviations from ethical norms. This study explores how symbolic violence, professional habitus, and institutional power are reproduced in the discourse of Romanian medical professionals. It aims to understand how young doctors and students experience and internalize hierarchical domination and how these processes affect empathy, motivation, and professional identity. Using a qualitative, interpretive design, the research analyzes Facebook discussions among Romanian physicians regarding experiences of humiliation, mentorship, and respect in university hospitals. Thematic analysis, guided by Bourdieusian and Foucauldian frameworks, identifies recurrent discursive patterns and emotional repertoires that reflect the moral climate of medical education. Findings reveal four dominant themes: (1) humiliation as a ritual of initiation; (2) cultural normalization of abuse; (3) silent resistance and moral survival; and (4) erosion of empathy and vocational motivation. These themes demonstrate that symbolic violence has become a normalized component of professional socialization. The study argues that genuine reform in Romanian medical education must address not only curriculum and infrastructure but also the deeper cultural logic of power, respect, and human dignity embedded in institutional practice.
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How to Cite
DUMITRESCU, R.-M. (2026). Pedagogia umilinței: violență simbolică și formare profesională în educația medicală românească. O analiză sociologică a discursului profesional din mediul online medical. Sociologie Românească, 24(1), 33-63. https://doi.org/10.33788/sr.24.1.2
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Dyrbye, L. N., Thomas, M. R., & Shanafelt, T. D. (2006). Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students, Academic Medicine: Journal of the Association of American Medical Colleges, 81(4), 354-373. Doi.org/10.1097/00001888-200604000-00009.
Espeland, W. N., & Sauder, M. (2007). Rankings and Reactivity: How Public Measures Recreate Social World, 113(1), 1-40. Doi.org/10.1086/517897.
Finn, K. M., O’Connor, A. B., McGarry, K., Harris, L., & Zaas, A. (2022). Prevalence and Sources of Mistreatment Experienced by Internal Medicine Residents, JAMA Internal Medicine, 182(4), 448-450. Doi.org/10.1001/JAMAINTERNMED.2022.0051.
Foucault, M. (1977). Discipline and punish: the birth of the prison. New York: Pantheon Books.
Foucault, M. (1982). The Subject and Power, în H. L. Dreyfus & P. Rabinow (Eds.), Beyond Structuralism and Hermeneutics (Second Edition). Chicago: The University of Chicago Press.
Fox, N. J. (1992). The social meaning of surgery. Philadelphia: Open University Press.
Gaberson, K. B., Foreman, R. M., & Brzustowicz, R. (2024). Integrative Review of Sources of Baccalaureate Nursing Students’ Clinical Practice Anxiety, Journal of Nursing Education, 63(6), 349-355. Doi.org/10.3928/01484834-20240207-05.
Garfinkel, H. (1956). Conditions of Successful Degradation Ceremonies, American Journal of Sociology, 61(5), 420-424.
General Medical Council (2025a). National training survey 2024. London. Disponibil la https://www.gmc-uk.org/-/media/documents/national-training-survey-summary-report-2024_pdf-107834344.pdf.
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Gomes, A. P., & Rego, S. (2013). Pierre Bourdieu and medical education, Revista Brasileira de Educação Médica, 37(2), 260-265.
Hafferty, F. W. (1998). Beyond curriculum reform: confronting medicine’s hidden curriculum. Academic Medicine: Journal of the Association of American Medical Colleges, 73(4), 403-407. Doi.org/10.1097/00001888-199804000-00013.
Howick, J., Steinkopf, L., Ulyte, A., Roberts, N., & Meissner, K. (2017). How empathic is your healthcare practitioner? A systematic review and meta-analysis of patient surveys, BMC Medical Education, 17(1). Doi.org/10.1186/s12909-017-0967-3.
Hughes, C. (2019). Addressing Violence in Education: From Policy to Practice, Prospects, 48(1-2), 23-38. Doi.org/10.1007/s11125-019-09445-1.
Hughes, E. C. (1958). Men and their Work. Glencoe (IL): Free Press.
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