不确定性不是问题;这是一个促进可能性的悖论:从批判性残疾研究中重构未知的三种策略。

IF 2.1 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Ryan R Weber, Amanda M Caleb
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引用次数: 0

摘要

不确定性和残疾是医学中同时被充分研究和神秘的条件。然而,尽管不确定性和残疾各自受到了极大的关注,但很少有人关注它们是如何相互作用的。常见的假设和偏见强调了对这两种情况的负面看法。然而,过度强调减少和消除不确定性已经对医生产生了负面影响,他们对一种尊重确定性的文化有所感激。与此同时,建立在健康主义实践和政策基础上的医学对修复和治疗残疾的关注,导致了有害的患者健康结果。如果公平的、以人为本的护理所需要的是对不确定性的更大容忍度,那么我们可能会从已经证明有效的方法中获得更广泛的好处。出于这个原因,我们采用残疾的社会模型来制定三个相互关联的策略,以重新定义不确定性,将其作为临床遭遇和更广泛生活中的可能性来源。第一种策略需要重新评估造成结构性障碍的心智模式。我们将保罗·汉的宽容框架应用于普遍存在的偏见来源,认为重新评估会抑制确定性偏好,从而消除激发我们集体智慧并赋予我们生活经验意义的主观性。第二种策略涉及重新审视那些控制着存在方式的认知方式。通过对当代知识系统不可或缺的标签和类别进行批判,我们说明了不确定性伦理如何帮助我们实现认识正义的原则。第三个策略是用对不确定性的重新认识取代残疾诗人和活动家伊莱·克莱尔所描述的“对残疾的不选择”。这种方法揭示了创造一种促进意义和目的的医学文化如何对护理的关系方面产生积极影响。总的来说,这些策略构成了在整个医学过程中培养对不确定性和身体变异性的容忍度所必需的实践基础。最后,我们展示了如何倾向于悖论固有的不适可以将不确定性从限制因素转变为知识正义的解放力量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Uncertainty Isn't the Problem; It's a Paradox that Promotes Possibility: Three Strategies from Critical Disability Studies for Reframing the Unknown.

Uncertainty and disability are simultaneously well-studied and enigmatic conditions in medicine. Yet while uncertainty and disability have individually received significant attention, little mind has been paid to how they interact. Common assumptions and biases underscore the frequently negative view of both conditions. However, overemphasis on reducing and eliminating uncertainty has negatively impacted physicians beholden to a culture that venerates certainty. At the same time, medicine's focus on fixing and curing disability, which is founded on ableist practices and policies, has led to deleterious patient health outcomes. If what is required for equitable, person-centered care is a greater tolerance of uncertainty, then we might derive wider benefits from approaches with demonstrated efficacy in dismantling ableist logic. For this reason, we employ the social model of disability to formulate three interrelated strategies for reframing uncertainty as a source of possibility in clinical encounters and life more broadly. The first strategy entails reappraising mental models that have contributed to structural barriers. Applying Paul Han's framework for tolerance to pervasive sources of bias, we argue that reappraisal inhibits certainty preference from erasing the subjectivities that invigorate our collective wisdom and grant significance to our lived experiences. The second strategy involves reexamining ways of knowing that have controlled ways of being. By applying a critical lens to the labels and categories indispensable to contemporary knowledge systems, we illustrate how an ethics of uncertainty can help us realize the principles of epistemic justice. The third strategy involves replacing the "un-choosing of disability" as described by the disabled poet and activist Eli Clare with the reclaiming of uncertainty. This approach reveals how creating a medical culture that fosters meaning and purpose can positively influence the relational aspects of care. Collectively, these strategies form the foundation of a praxis necessary to foster tolerance of uncertainty and bodily variability throughout medicine. We conclude by demonstrating how leaning into the discomfort inherent to paradoxes can transform uncertainty from a limiting factor to a liberating force for epistemic justice.

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来源期刊
Teaching and Learning in Medicine
Teaching and Learning in Medicine 医学-卫生保健
CiteScore
5.20
自引率
12.00%
发文量
64
审稿时长
6-12 weeks
期刊介绍: Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories:
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