The Almost Right Word: The Move From Medical to Health Humanities.
*Health; *Medicine; *Terminology as Topic; Curriculum; Humanities/*education; Humans; Interdisciplinary Studies
Since the emergence of the field in the 1970s, several trends have begun to challenge the original assumptions, claims, and practices of what became known as the medical humanities. In this article, the authors make the case for the health humanities as a more encompassing label because it captures recent theoretical and pedagogical developments in higher education such as the shift from rigid disciplinary boundaries to multi- and interdisciplinary inquiry, which has transformed humanities curricula in health professions. Calling the area of study health humanities also underscores the crucial distinction between medicine and health. Following a brief history of the field and the rationales that brought humanities disciplines to medical education in the first place-the "why" of the medical humanities-the authors turn to the "why" of the health humanities, using disability studies to illuminate those methodologies and materials that represent the distinction between the two. In addition, the authors make note of how humanities inquiry has now expanded across the landscape of other health professions curricula; how there is both awareness and evidence that medicine is only a minor determinant of health in human populations alongside social and cultural factors; and finally, how the current movement in health professions education is towards interdisciplinary and interprofessional learning experiences for students.
Jones Therese; Blackie Michael; Garden Rebecca; Wear Delese
Academic medicine : journal of the Association of American Medical Colleges
2017
2017-07
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/ACM.0000000000001518" target="_blank" rel="noreferrer noopener">10.1097/ACM.0000000000001518</a>
Reflection in/and writing: pedagogy and practice in medical education.
*Learning; *Professional Competence; *Writing; Curriculum/*standards; Education; Humans; Medical/*methods; Medical/*psychology; Students; Teaching/*methods
During the past decade, "reflection" and "reflective writing" have become familiar terms and practices in medical education. The authors of this article argue that the use of the terms requires more thoughtfulness and precision, particularly because medical educators ask students to do so much reflection and reflective writing. First, the authors discuss John Dewey's thoughts on the elements of reflection. Then the authors turn the discussion to composition studies in an effort to form a more robust conception of reflective writing. In particular, they examine what the discipline of composition studies refers to as the writing process. Next, they offer two approaches to teaching composition: the expressivist orientation and the critical/cultural studies orientation. The authors examine the vigorous debate over how to respond to reflective writing, and, finally, they offer a set of recommendations for incorporating reflection and reflective writing into the medical curriculum.
Wear Delese; Zarconi Joseph; Garden Rebecca; Jones Therese
Academic medicine : journal of the Association of American Medical Colleges
2012
2012-05
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1097/ACM.0b013e31824d22e9" target="_blank" rel="noreferrer noopener">10.1097/ACM.0b013e31824d22e9</a>