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See Lehmann, et al. , supra note 4; DuBois, Burkemper, , supra note 4.Google Scholar

See Williams, Winslade, , supra note 1; Schwartz, , supra note 3; Olick, , supra note 4; Kapp, M. B., “Teaching Health Law: Health Law Teaching in Medical Schools: Balancing the Different Roles,” Journal of Law, Medicine & Ethics 54, no. 4 (2010): 863–869.Google Scholar

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See Stirrat, et al. , supra note 6; Task Force on Health Law Curricula of the American Society of Law and Medicine, Health Law and Professional Education American Society of Law and Medicine, Boston, Massachusetts, 1985; Preston-Shoot, M. McKimm, J., “Teaching, Learning, and Assessment of Law in Medical Education,” Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine, and Higher Education Academy U.K. Centre for Legal Education, 2010; Braunack-Mayer, A. J. Gillam, L. H. Vance, E. F. et al. , “An Ethics Core Curriculum for Australasian Medical Schools,” Medical Journal of Australia 175, no. 4 (2001): 205–210.Google Scholar

That the literature comes primarily from legally-trained scholars highlights another need: To investigate what our medically-trained and -based colleagues consider the importance of legal training and why.Google Scholar

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This description builds on discussion among faculty colleagues in the Center for Bioethics and Humanities about the themes in this paper during a faculty work-in-progress by the author on September 21, 2011. The discussion led to a vision of how relationships that are more value-added vis-à-vis lawyers' value to/for doctors (as doctors may be seen as valuable to lawyers inasmuch as we all need medical care) may enhance collaboration across disciplines. Or, as put by Tyler, Elizabeth Tobin, “Interdisciplinary legal and medical education, focused on exploring common goals, also offers students a model of cooperation rather than hostility and distrust at a time when many doctors and lawyers view each other as adversaries rather than allies.” See Tyler, (Allies Not Adversaries), supra note 7, at 291.Google Scholar

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Future work will examine medical school curricula reform efforts and how law is reflected within such (if at all) – an update to earlier surveys to evaluate the current lay of the land for any trends or expressed goals behind approaches.Google Scholar

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