Pub Date : 2019-01-01DOI: 10.1093/MED/9780190636890.003.0011
Sayantani Dasgupta
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.
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Pub Date : 2019-01-01DOI: 10.1093/MED/9780190636890.003.0003
Nicole Piemonte, A. Kumagai
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.
{"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}
Pub Date : 2019-01-01DOI: 10.1093/MED/9780190636890.003.0010
Michael Blackie, D. Wear, J. Zarconi
This chapter examines two interrelated topics: the class-based disconnect between US medical students and the majority of patients in their care as they learn medicine; and the prevailing cultural mood that people can overcome most obstacles and improve their lives by sheer force of individual will. To interrogate this perception, the chapter focuses on the lived experiences of Claireece “Precious” Jones in Lee Daniels’s film Precious (2009). The film illustrates the complicated ways that class intersects with gender, race, literacy, and health and that defies “single-story” thinking. The chapter offers strategies and exercises for analyzing the film and how they can be incorporated in the classroom in order to illuminate these intersections and to enable students to recognize the structural causes of poverty.
{"title":"Literacy Beyond the Single Story","authors":"Michael Blackie, D. Wear, J. Zarconi","doi":"10.1093/MED/9780190636890.003.0010","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0010","url":null,"abstract":"This chapter examines two interrelated topics: the class-based disconnect between US medical students and the majority of patients in their care as they learn medicine; and the prevailing cultural mood that people can overcome most obstacles and improve their lives by sheer force of individual will. To interrogate this perception, the chapter focuses on the lived experiences of Claireece “Precious” Jones in Lee Daniels’s film Precious (2009). The film illustrates the complicated ways that class intersects with gender, race, literacy, and health and that defies “single-story” thinking. The chapter offers strategies and exercises for analyzing the film and how they can be incorporated in the classroom in order to illuminate these intersections and to enable students to recognize the structural causes of poverty.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"79 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":"128707568","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}
Pub Date : 2019-01-01DOI: 10.1093/MED/9780190636890.003.0005
A. Haddad
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.
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Pub Date : 2019-01-01DOI: 10.1093/MED/9780190636890.003.0021
N. Carlin
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.
几十年来，生命伦理学教育中的案例讨论，特别是医学院的临床伦理学教育，一直是主要的教学策略。这是有充分理由的。一是由于卫生专业学校用于生物伦理教育的时间有限，需要迅速向学生介绍关键问题。案例实现了这一目标，其额外的好处是，这种教学方法在结构上类似于其他临床主题的教学(例如，发病率和死亡率查房，以团队为基础的学习课程，以及标准化的患者接触)。另一种观点是，讲授生命伦理学的主要理论方法是原则主义，即将原则应用于临床伦理学、研究伦理学、公共卫生伦理学等领域。有时，对案例的讨论集中在“经典案例”上，比如凯伦·安·昆兰(Karen Ann Quinlan)或特丽·夏沃(Terri Schiavo)的案例。其他时候，对案例的讨论需要集中在简短的、虚构的和与专业相关的小插曲上，例如，精神病学伦理。但是，基于案例的方法的一个问题是，这些案例的呈现往往显得过于“单薄”，因此，对给定案例提出的问题的讨论可能是肤浅的。因此，近年来出现了卫生专业教育的其他教学方法，叙事医学是其中最突出的一种。在本章中，将介绍一种新的方法:在健康人文教育中使用播客。这种方法保留了用例的优点，但增加了叙述方法的优点。
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Pub Date : 2019-01-01DOI: 10.1093/MED/9780190636890.003.0013
Rebecca Garden
This chapter contributes to health humanities pedagogy by addressing the social and structural dimensions of health and healthcare through the theories and practices of disability studies. It begins by discussing the role of disability studies in health humanities approaches to social and structural determinants of health, as well as the sometimes vexed relationship between the two fields. It discusses shared commitments to the pedagogical use of narrative and provides a case study of inclusive education in practice. This chapter represents disability studies critiques of health humanities as welcome challenges to deepen its pedagogy and practices. It also maps out arguments for and some basic approaches to access in the classroom, describing pedagogy that is accountable to the claims of disability justice in practice as well as theory.
{"title":"Who’s Teaching Whom? Disability and Deaf Studies Approaches to the Health Humanities","authors":"Rebecca Garden","doi":"10.1093/MED/9780190636890.003.0013","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0013","url":null,"abstract":"This chapter contributes to health humanities pedagogy by addressing the social and structural dimensions of health and healthcare through the theories and practices of disability studies. It begins by discussing the role of disability studies in health humanities approaches to social and structural determinants of health, as well as the sometimes vexed relationship between the two fields. It discusses shared commitments to the pedagogical use of narrative and provides a case study of inclusive education in practice. This chapter represents disability studies critiques of health humanities as welcome challenges to deepen its pedagogy and practices. It also maps out arguments for and some basic approaches to access in the classroom, describing pedagogy that is accountable to the claims of disability justice in practice as well as theory.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"81 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":"114163655","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}
Pub Date : 2019-01-01DOI: 10.1093/med/9780190636890.003.0016
J. Moesch
Multimodal tools and systems form the foundations of knowledge: the design of the tools, systems, and databases used everyday form what is known and how it is known. The health humanities can be energized by integrating a humanities-based approach to these tools so as to help students understand the politics such systems enact. In this chapter, the author presents a how-to guide for incorporating technologies as critical bioethical method into course pedagogy, including a short syllabus. The essay is oriented, in other words, to help those with little background in multimodal methods use it in their courses in a way that goes beyond only the instrumental. It articulates how to use such methods as critical inquiry about tools and systems themselves, by centering its example in the intersections between queer theory, critical media studies, and bioethical knowledges.
{"title":"Queer Bioethics for Everyday Medical Technologies","authors":"J. Moesch","doi":"10.1093/med/9780190636890.003.0016","DOIUrl":"https://doi.org/10.1093/med/9780190636890.003.0016","url":null,"abstract":"Multimodal tools and systems form the foundations of knowledge: the design of the tools, systems, and databases used everyday form what is known and how it is known. The health humanities can be energized by integrating a humanities-based approach to these tools so as to help students understand the politics such systems enact. In this chapter, the author presents a how-to guide for incorporating technologies as critical bioethical method into course pedagogy, including a short syllabus. The essay is oriented, in other words, to help those with little background in multimodal methods use it in their courses in a way that goes beyond only the instrumental. It articulates how to use such methods as critical inquiry about tools and systems themselves, by centering its example in the intersections between queer theory, critical media studies, and bioethical knowledges.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"29 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":"126409058","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}
Pub Date : 2019-01-01DOI: 10.1093/med/9780190636890.003.0015
Kirsten Ostherr
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.
{"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}
Pub Date : 2019-01-01DOI: 10.1093/MED/9780190636890.003.0012
Andrea Charise
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.
{"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}
Pub Date : 2019-01-01DOI: 10.1093/MED/9780190636890.003.0008
Keisha S Ray
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.
{"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}
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