Teaching Health Humanities最新文献

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/MED/9780190636890.003.0011

Sayantani Dasgupta

{"title":"Pedagogy at the Borderlands","authors":"Sayantani Dasgupta","doi":"10.1093/MED/9780190636890.003.0011","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0011","url":null,"abstract":"Teaching and learning are fundamentally political acts. This is no less true in health humanities classes than in any other. Teaching and learning are predicated on intersubjective meaning-making between not only listener and teller but also professor and student, and what happens in the health humanities classroom is a parallel process to what happens in the clinic, modeling the sorts of relationships that can happen there between professional and patient. However, health humanities must recognize that it is not enough simply to read stories with medical students or have nurses write and share narratives together: this work must be done with careful attention to power and privilege, for power and privilege operate not only in our decisions about what texts to read and write together but also in the relational texts we live, breathe, and create in our classrooms and workshop spaces. Without recognizing and addressing this, humanities work in healthcare risks replicating the self-same hierarchical, oppressive power dynamics of traditional medicine that the field is designed to address. Teaching health humanities from the borderlands implies embracing marginality even as we seek spaces beyond the oppressive binaries of borders themselves. This essay explores why health humanities pedagogy needs diasporic and cultural studies—and how teaching can help students, colleagues, and the teachers themselves recover oppositional histories of embodiment and health.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123931865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching for Humanism 人文主义教学

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/MED/9780190636890.003.0003

Nicole Piemonte, A. Kumagai

{"title":"Teaching for Humanism","authors":"Nicole Piemonte, A. Kumagai","doi":"10.1093/MED/9780190636890.003.0003","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0003","url":null,"abstract":"The introduction of the humanities—literature, history, the fine arts, and philosophy—is becoming increasingly popular in medical education. However, the overall role and educational purpose of the humanities in medical education are not clear. The oft-expressed assumption that “exposure to humanities makes one more humanistic,” is a truism that has been justifiably challenged. In fact, introducing the humanities into a context in which their importance and “efficacy” in creating humanistic doctors is assessed by the same means as that assessing biomedical or clinical knowledge and skills (e.g., standardization, observable outcomes, fulfillment of competencies, simulations) arguably risks compromising the very value that the humanities bring to explorations of the human dimensions of illness and care. This chapter is devoted to an exploration of the aims of engaging the humanities in medical education and a discussion of specific pedagogical approaches in educating physicians for humanistic practice. In particular, the role of stories, dialogues, and reflection on the moral, existential, and interpersonal dimensions of medicine will be considered; and examples of specific educational practices from the authors’ own experiences will be used to illustrate how educational and social theory may be used to design learning activities that foster an orientation toward a practice of medicine that embodies excellence, compassion, and justice.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125058400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Literacy Beyond the Single Story 超越单一故事的读写能力

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/MED/9780190636890.003.0010

Michael Blackie, D. Wear, J. Zarconi

引用次数: 0

Shine a Light Here, Dig Deeper Over There 这里亮一盏灯，那里挖得更深

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/MED/9780190636890.003.0005

A. Haddad

{"title":"Shine a Light Here, Dig Deeper Over There","authors":"A. Haddad","doi":"10.1093/MED/9780190636890.003.0005","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0005","url":null,"abstract":"There are numerous teaching and learning challenges in designing a fully online graduate program in bioethics. In order to ensure student success in any type of online graduate program, courses should be designed so that content is well organized and leads to enduring understanding of essential content. Student understanding in the online environment is uniquely dependent on clear communication of expectations. Content needs to be “chunked” into manageable components and organized so that learning builds throughout a course and program. Finally, online programs need to be humanized so that students are engaged in the course content and with peers and the faculty. One way to humanize online bioethics courses is to consistently integrate the health humanities such as poetry, literature, drama, and film as a means to highlight bioethics content in novel ways or encourage deeper exploration. This chapter describes program and course design for the online environment and uses a specific bioethics program to contextualize how the health humanities are woven through a graduate program. The chapter also provides specific examples of teaching and learning strategies in a clinical bioethics course that incorporates the health humanities. The chapter concludes with a description of emerging findings and broader significance for integrating the health humanities in bioethics education.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"73 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116375033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Using Podcasts in Health Humanities Education 播客在健康人文教育中的应用

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/MED/9780190636890.003.0021

N. Carlin

{"title":"Using Podcasts in Health Humanities Education","authors":"N. Carlin","doi":"10.1093/MED/9780190636890.003.0021","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0021","url":null,"abstract":"The discussion of cases in bioethics education—especially clinical ethics education in medical schools—has been the leading pedagogical strategy for several decades. There are good reasons for this. One is that because time spent on bioethics education in health professional schools is limited, students need to be introduced to key issues quickly. Cases accomplish this, with the added benefit that this pedagogical approach is structurally similar to the teaching of other clinical topics (e.g., morbidity and mortality rounds, team-based learning classes, and standardized patient encounters). Another is that the dominant theoretical approach to teaching bioethics is principlism, which involves the application of principles to scenarios in clinical ethics, research ethics, public health ethics, etc. Sometimes the discussion of cases centers on “classic cases,” such as that of Karen Ann Quinlan or of Terri Schiavo. Other times the discussion of cases entails focusing on short, fabricated, and specialty-related vignettes in, for example, psychiatric ethics. But a problem with case-based approaches is that the presentation of these cases often seems too “thin,” and therefore the discussion of the issues raised by a given case may be superficial. Thus, other pedagogical approaches in health professional education have emerged in recent years, narrative medicine being one of the most prominent. In this chapter, a new approach will be introduced: using podcasts in health humanities education. This approach retains the advantages of using cases but adds the advantages of narrative approaches.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":" March","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131976830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Who’s Teaching Whom? Disability and Deaf Studies Approaches to the Health Humanities 谁在教谁?健康人文学科的残障与聋人研究方法

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/MED/9780190636890.003.0013

Rebecca Garden

引用次数: 4

Queer Bioethics for Everyday Medical Technologies 日常医疗技术的酷儿生物伦理学

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/med/9780190636890.003.0016

J. Moesch

引用次数: 1

Digital Medical Humanities and Design Thinking 数字医学人文与设计思维

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/med/9780190636890.003.0015

Kirsten Ostherr

{"title":"Digital Medical Humanities and Design Thinking","authors":"Kirsten Ostherr","doi":"10.1093/med/9780190636890.003.0015","DOIUrl":"https://doi.org/10.1093/med/9780190636890.003.0015","url":null,"abstract":"Millennial learners live in a digital, highly connected, always-on world, where short-form, real-time visual communication is the preferred form of social engagement. For these students, the boundary between consuming and producing media is virtually nonexistent, largely enabled by user-friendly digital interfaces on their smartphones. These twenty-first-century approaches to interaction present an opportunity for health humanities educators to collaborate with millennial learners in reimagining health communication for the digital age. By engaging in collaborative, participatory design practices focused on solving real-world health communication problems between patients and health professionals, health humanities students can increase their digital literacy, enhance patient engagement, and develop valuable problem-solving and leadership skills. This chapter describes the “Medical Media Arts Lab,” a case study in using digital humanities and design thinking to cultivate twenty-first-century communication skills for future health professionals. It begins by describing the institutional context for the course, the Medical Futures Lab at Rice University. The essay then describes how to approach designing this kind of course and, finally, provides practical guidance on how to teach the course.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124968794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Resemblance, Diversity, and Making Age Studies Matter 相似性，多样性和使年龄研究重要

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/MED/9780190636890.003.0012

Andrea Charise

{"title":"Resemblance, Diversity, and Making Age Studies Matter","authors":"Andrea Charise","doi":"10.1093/MED/9780190636890.003.0012","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0012","url":null,"abstract":"The resurgence of grass-roots activism around race (#BlackLivesMatter) and class (anti-austerity, Occupy) has highlighted how matters of age collide with other significant determinants of health and illness, such as gender, sexuality, race, ethnicity, and class. Clearly, what it means to grow old is deeply contingent upon far-reaching disciplinary and contextual factors that shape students’ understanding of health well before they step into the classroom. Part one of this chapter unpacks key problems currently facing age studies pedagogy by asking, How can age studies be taught to better reflect these crucial diversities, encourage the growth of this field, and establish the value of age studies for students from a range of academic backgrounds and with assorted, often uncertain, career paths? Part two expands this proposition through elaborating a case study of teaching age studies as part of the health humanities curriculum at the University of Toronto Scarborough. The author outlines ways in which striking but conventional age studies material (e.g., Shakespeare’s King Lear) might be repurposed to respond meaningfully both to the locality of a multicultural teaching environment and to students who may possess very different frames of reference. The purpose of the chapter is to (1) articulate the need for greater diversity in age studies (lessons reflected in health humanities more generally) and (2) provide concrete ways to embolden such diversification within the classroom by engaging students—and charging educators—in the expansion of what humanistic studies of aging might entail.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121281707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Power of Black Patients’ Testimonies When Teaching Medical Racism 黑人病人证词在医学种族主义教学中的力量

Teaching Health Humanities Pub Date : 2019-01-01 DOI: 10.1093/MED/9780190636890.003.0008

Keisha S Ray

{"title":"The Power of Black Patients’ Testimonies When Teaching Medical Racism","authors":"Keisha S Ray","doi":"10.1093/MED/9780190636890.003.0008","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0008","url":null,"abstract":"Finding comprehensive texts that help instructors teach the relationship between race and medicine can be difficult. If medical education texts do include a discussion of race, it typically recounts some historical and famous cases of racially motivated abuse, such as the “Tuskegee Study of Untreated Syphilis in the Negro Male,” but not much else. After years of using medical education textbooks in courses, the author began to reflect on the message that textbooks’ handling of race must send to bioethics and medical humanities students. Given how little attention these textbooks give to race, a student could easily receive the mistaken message that racist treatment of black patients is a thing of the past or that racism in medicine must be insignificant and infrequent. When teaching medical racism, historical cases of unethical treatment of black patients should be supplanted with recent testimonials from black patients, to put a contemporary face on the topic. This is an effective way to teach medical racism either to students who will have interactions with patients or to current medical practitioners. The chapter includes an exercise on the feminist concept of intersectionality to discuss the many social and cultural categories, other than just race, that we all occupy to help students learn to see black patients as more than just a skin color.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121585300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2