This book increases the accessibility of philosophical concepts to a wider audience within medical education, translating ‘knowing’ to ‘doing.’ It prompts health professions educators and researchers to consider the dynamics and structure of contemporary issues within health professions education in new, philosophical ways. Through considering the practical implications of applying philosophical concepts to contemporary issues, the book recommends avenues for further research and pedagogical change. Individual educators are considered, with practice points for teaching generated within each chapter. Readers will acquire practical ways in which they can change their own practice or pedagogy that align with the new insight offered through our philosophical analysis. These practical recommendations may be systemic in nature, but the authors of this book also offer micro-level recommendations for practitioners that can be considered as ways to improve individual approaches to education and research.
The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system.
For healthcare professionals, clinical education is foundational to the learning process. However, balancing safe patient care with supportive learning opportunities for students can be challenging for instructors and the complex social context of clinical learning environments makes intentional teaching approaches essential. Clinical instructors require advanced teaching knowledge and skills as learners are often carrying out interventions on real people in unpredictable environments. Creative Clinical Teaching in the Health Professions is an indispensable guide for educators in the health professions. Interspersed with creative strategies and notes from the field by clinical teachers who offer practical suggestions, this volume equips healthcare educators with sound pedagogical theory. The authors focus on the importance of personal philosophies, resilience, and professional socialization while evaluating the current practices in clinical learning environments from technology to assessment and evaluation. This book provides instructors with the tools to influence both student success and the quality of care provided by future practitioners.
The perceived value of philosophy to medical education is increasing. But beyond the occasional application of philosophical concepts, what does it mean to be philosophical about medical education and to do philosophy—to create new concepts and ways of thinking about what medical education is? The complex and dynamic nature of academic medicine requires medical educators to reflect on their practices, to question assumptions, and to embrace the ambiguity of a world that cannot be captured by any one model or theory. This volume explores philosophy as a practice in medical education. We use persistent problems that vex medical educators as a starting point to do philosophy, asking fundamental questions to probe them: How are teaching and learning related? How do we educate the value of personal experience relative to scientific evidence? We also challenge the assumptions underlying these problems with alternatives: What if teaching does not cause learning? What if we cannot divide our inner and outer world? We then explore ways forward: If we cannot cause learning, how do we reconceptualize the educational process? How do we help physician trainees critically reflect on medical epistemology throughout their professional development? Each chapter explores one theme in medical education (e.g., education, science, inequality, technology, mortality) from a philosophical perspective, opening it up to fundamental re-examination and inviting readers to continue exploration beyond the printed words. This book is a step towards enabling medical educators to practice philosophy themselves at appropriate moments in their work. In this way, it aims to establish medical education as a mature field with its own philosophy. The chapters in this book were originally published in the journal Teaching and Learning in Medicine.
The hidden curriculum (HC) in health professional education comprises the organizational and institutional contexts and cultural subtexts that shape how and what students learn outside the formal and intended curriculum. HC includes informal social processes such as role modeling, informal conversations and interactions among faculty and students, and more subterranean forces of organizational life such as the structure of power and privilege and the architectural layout of work environments. For better and sometimes for worse, HC functions as a powerful vehicle for learning and requires serious attention from health professions educators. This volume, of interest to medical and health professionals, educators, and students, brings together twenty-two new essays by experts in various aspects of HC. An introduction and conclusion by the editors contextualizes the essays in the broader history and literature of the field.
This book compiles state-of-the art and science of health professions education into an international resource showcasing expertise in many and varied topics. It aligns profession-specific contributions with inter-professional offerings, and prompts readers to think deeply about their educational practices. The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices. This book is an invaluable resource for students, educators, academics and anyone interested in health professions education.
The Routledge Handbook of Medicine and Poetry draws on an international selection of authors to ask what the cultures of poetry and medicine may gain from reciprocal critical engagement. The volume celebrates interdisciplinary inquiry, critique, and creative expansion with an emphasis upon amplifying provocative and marginalized voices. This carefully curated collection offers both historical context and future thinking from clinicians, poets, artists, humanities scholars, social scientists, and bio-scientists who collectively inquire into the nature of relationships between medicine and poetry. Importantly, these can be both productive and unproductive. How, for example, do poet-doctors reconcile the outwardly antithetical approaches of bio-scientific medicine and poetry in their daily work, where typically the former draws on technical language and associated thinking and the latter on metaphors? How does non-narrative lyrical poetry engage with narrative-based medicine? How do poets writing about medicine identify as patients? Central to the volume is the critical investigation of the consequences of varieties of medical pedagogy for clinical practice. Presenting a vision of how poetic thinking might form a medical ontology this thought-provoking book affords an essential resource for scholars and practitioners from across medicine, health and social care, medical education, the medical and health humanities, and literary studies.
Philosophy and Occupational Therapy: Informing Education, Research, and Practice provides an overview of the most influential philosophical movements from past to present and shows how these philosophies are a foundational, yet underutilized, element of occupational therapy education, research, and practice. Editor Steven D. Taff, PhD, OTR/L, FNAP, FAOTA, fills a gap in existing occupational therapy literature by exploring the major thinkers and concepts of numerous different philosophical movements and examining their implications. Taff and a multitude of chapter authors demonstrate that the vital points of human existence are found in philosophy as well as science, and that occupational therapy should incorporate a clearly articulated philosophical perspective into its evidence-based and measurement-driven paradigm. Each chapter offers a basic description of a philosophy, outlines major thinkers and concepts and ultimately summarizes the implications for occupational therapy education, research and practice. Philosophy and Occupational Therapy: Informing Education, Research, and Practice is a unique and essential book for occupational therapy educators, researchers, and clinicians that will enrich the teaching-learning process, ground research with depth and clarity, and spark discussion among professionals about reviving the use of philosophy in current occupational therapy practice.
In this thorough revision, updating, and expansion of his great 2007 book, Empathy in Patient Care, Professor Hojat offers all of us in healthcare education an uplifting magnum opus that is sure to greatly enhance how we conceptualize, measure, and teach the central professional virtue of empathy. Hojat’s new Empathy in Health Professions Education and Patient Care provides students and professionals across healthcare with the most scientifically rigorous, conceptually vivid, and comprehensive statement ever produced proving once and for all what we all know intuitively – empathy is healing both for those who receive it and for those who give it. This book is filled with great science, great philosophizing, and great ‘how to’ approaches to education. Every student and practitioner in healthcare today should read this and keep it by the bedside in a permanent place of honor. Stephen G Post, Ph.D., Professor of Preventive Medicine, and Founding Director of the Center for Medical Humanities, Compassionate Care, and Bioethics, School of Medicine, Stony Brook University Dr. Hojat has provided, in this new edition, a definitive resource for the evolving area of empathy research and education. For those engaged in medical student or resident education and especially for those dedicated to efforts to improve the patient experience, this book is a treasure trove of primary work in the field of empathy. Leonard H. Calabrese, D.O., Professor of Medicine, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University The latest edition of Empathy in Health Professions Education and Patient Care grounds the clinical art of empathic caring in the newly recognized contributions of brain imagery and social cognitive neuroscience. Furthermore, it updates the accumulating empirical evidence for the clinical effects of empathy that has been facilitated by the widespread use of the Jefferson Scale of Empathy, a generative contribution to clinical research by this book’s author. In addition, the book is so coherently structured that each chapter contributes to an overall understanding of empathy, while also covering its subject so well that it could stand alone. This makes Empathy in Health Professions Education and Patient Care an excellent choice for clinicians, students, educators and researchers. Herbert Adler, M.D., Ph.D. Clinical Professor of Psychiatry and Human Behavior,Sidney Kimmel Medical College at Thomas Jefferson University It is my firm belief that empathy as defined and assessed by Dr. Hojat in his seminal book has far reaching implications for other areas of human interaction including business, management, government, economics, and international relations. Amir H. Mehryar, Ph.D., Emeritus Professor of Behavioral Sciences and Population Studies, Institute for Research and Training in Management and Planning, Tehran, Iran
Clinical settings are dynamic educational spaces that present both opportunities and barriers to learning and teaching. Designed to inform, challenge and educate health professionals about the evidence underpinning clinical education practices and outcomes, this multi-disciplinary book brings together important concepts in healthcare education and addresses context and processes of learning, professional identity and socialisation, feedback and assessment, ethics, and inter-professional education. The authors encourage teaching and learning practices based on research findings, expertise and innovation, and the development of individual teaching methods and styles from a theoretical base that provides relevant principles, direction and support. With clear links between theory, research and practice, collaboration from a broad range of clinical disciplines, and models for learning and teaching grounded in empirical research, Clinical Education in the Health Professions will become a standard reference for all health professionals and educators. - examines patterns of practice in clinical education in the health professions, using a qualitative research focus - identifies the roles of university and clinical educators, students, peers and patients in clinical education - highlights implicit tensions in clinical education practice and presents strategies to identify and address such tensions - challenges the reader to consider new approaches to clinical education that may optimise students' learning and enculturation into the health professions
