Pub Date : 2019-01-01DOI: 10.1093/MED/9780190636890.003.0009
L. Diedrich
With an M.A. and Ph.D. in women’s, gender, and sexuality studies and with areas of specialization in medical/health humanities and disability studies, the author’s training, research, and teaching are inter- or transdisciplinary all the way down. Drawing on multiple interdisciplinary backgrounds, the author discusses ways of treating illness and disability in the classroom as women, gender, and sexuality might be treated: as categories of analysis that come into being through a multiplicity of archives, discourses, practices, and institutions. Rather than stabilize and consecrate an object as belonging to a particular field, the author is more interested in attending to the histories, methods, and political factors that bring objects and whole fields into being and sustaining or transforming them. The chapter discusses specific practical, even personal, pedagogical tactics and strategies.
{"title":"Treating Gender and Illness Together in the Classroom","authors":"L. Diedrich","doi":"10.1093/MED/9780190636890.003.0009","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0009","url":null,"abstract":"With an M.A. and Ph.D. in women’s, gender, and sexuality studies and with areas of specialization in medical/health humanities and disability studies, the author’s training, research, and teaching are inter- or transdisciplinary all the way down. Drawing on multiple interdisciplinary backgrounds, the author discusses ways of treating illness and disability in the classroom as women, gender, and sexuality might be treated: as categories of analysis that come into being through a multiplicity of archives, discourses, practices, and institutions. Rather than stabilize and consecrate an object as belonging to a particular field, the author is more interested in attending to the histories, methods, and political factors that bring objects and whole fields into being and sustaining or transforming them. The chapter discusses specific practical, even personal, pedagogical tactics and strategies.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"242 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":"133456343","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/9780190636890.003.0004
Jamie L. Shirley, S. Shannon
Nursing students generally come into entry-level nursing education with a well-developed understanding of emotion as a viable moral resource for responding to the world and to clinical situations. The health humanities can create a space for nursing students to explore not only the range of human emotions they will encounter when faced with the intimacy of health and illness but also their own judgments. Health humanities education can also deepen their critical analysis skills to develop a balanced voice that allows them to fully contribute to all aspects of their patients’ care and to the development of a just and equitable healthcare system. This chapter focuses particularly on strategies to build the skills of critical reading and to broaden students’ moral imagination. Undergraduate nurses benefit from building skills in critical reading—and particularly narrative analysis. While students may be well attuned to what they feel, they can gain insight into why they feel that way—and how the elements of a narrative construct those emotions through close reading and careful analysis. A second goal is to help them expand and develop complexity in their moral imagination as a resource for judgment. Giving students tools to help them slow down and listen well can facilitate their understanding of the positions of others—which in turn can assist them to develop robust positions of their own. Specific classroom strategies for both of these skills are presented.
{"title":"The Health Humanities in Nursing Education","authors":"Jamie L. Shirley, S. Shannon","doi":"10.1093/med/9780190636890.003.0004","DOIUrl":"https://doi.org/10.1093/med/9780190636890.003.0004","url":null,"abstract":"Nursing students generally come into entry-level nursing education with a well-developed understanding of emotion as a viable moral resource for responding to the world and to clinical situations. The health humanities can create a space for nursing students to explore not only the range of human emotions they will encounter when faced with the intimacy of health and illness but also their own judgments. Health humanities education can also deepen their critical analysis skills to develop a balanced voice that allows them to fully contribute to all aspects of their patients’ care and to the development of a just and equitable healthcare system. This chapter focuses particularly on strategies to build the skills of critical reading and to broaden students’ moral imagination. Undergraduate nurses benefit from building skills in critical reading—and particularly narrative analysis. While students may be well attuned to what they feel, they can gain insight into why they feel that way—and how the elements of a narrative construct those emotions through close reading and careful analysis. A second goal is to help them expand and develop complexity in their moral imagination as a resource for judgment. Giving students tools to help them slow down and listen well can facilitate their understanding of the positions of others—which in turn can assist them to develop robust positions of their own. Specific classroom strategies for both of these skills are presented.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"1 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":"123185809","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/9780190636890.003.0017
Therese Jones
In health humanities classrooms, visual materials such as documentary films, photographs, and even YouTube videos often serve as accessible texts for the analysis and discussion of individual experiences of illness and disability or as evocative illustrations of issues such as access to care or end of life. Such works can foster empathic responses, sharpen critical thinking, and develop communication skills in health professions students. Visual materials can also serve as openings for students to critique the culture of healthcare itself and as opportunities for them to identify disparities, confront stigma and discrimination, and envision change. Thus, the visual arts not only encourage our students to see but also reveal to them how, what, and why they see what they see—sometimes prompting their action and often provoking their transformation. This chapter describes and defines visual culture and visual activism in the context of three health and human rights movements of the twentieth century—breast cancer, AIDS, and disability rights—that have all foregrounded the critical practice and political strategy of producing visibility and deploying testimony in forms such as documentary, video, photography, and poster art. It then describes health humanities methodologies and materials in three content areas—mental illness, trauma of war, and disability—used in a variety of classroom settings to enable critical analysis and explore advocacy and intervention. For example, students consider the difference between looking and witnessing, how visual images influence attitudes toward patients and impact health policy, and the balance between inciting moral outrage from exposure to images and inducing compassion fatigue from overexposure to them.
{"title":"Moving Pictures","authors":"Therese Jones","doi":"10.1093/med/9780190636890.003.0017","DOIUrl":"https://doi.org/10.1093/med/9780190636890.003.0017","url":null,"abstract":"In health humanities classrooms, visual materials such as documentary films, photographs, and even YouTube videos often serve as accessible texts for the analysis and discussion of individual experiences of illness and disability or as evocative illustrations of issues such as access to care or end of life. Such works can foster empathic responses, sharpen critical thinking, and develop communication skills in health professions students. Visual materials can also serve as openings for students to critique the culture of healthcare itself and as opportunities for them to identify disparities, confront stigma and discrimination, and envision change. Thus, the visual arts not only encourage our students to see but also reveal to them how, what, and why they see what they see—sometimes prompting their action and often provoking their transformation. This chapter describes and defines visual culture and visual activism in the context of three health and human rights movements of the twentieth century—breast cancer, AIDS, and disability rights—that have all foregrounded the critical practice and political strategy of producing visibility and deploying testimony in forms such as documentary, video, photography, and poster art. It then describes health humanities methodologies and materials in three content areas—mental illness, trauma of war, and disability—used in a variety of classroom settings to enable critical analysis and explore advocacy and intervention. For example, students consider the difference between looking and witnessing, how visual images influence attitudes toward patients and impact health policy, and the balance between inciting moral outrage from exposure to images and inducing compassion fatigue from overexposure to them.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"34 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":"133338055","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 : 1900-01-01DOI: 10.1093/med/9780190636890.003.0014
D. Kline, T. Cole, S. Pacheco
This chapter discusses using a broad humanities perspective to teach medical students about climate change. It argues that the humanities can recover a more robust approach to bioethics and serve as a bridge between students’ professional training and their own spiritual and moral convictions. The chapter describes a short elective course taught to first- and second-year students at the McGovern Medical School at the University of Texas Health Science Center in Houston. It concludes with a class exercise in which students read the Physician Charter and write a short paper that takes one commitment from the charter and applies it to climate change.
{"title":"Introducing Climate Change to Medical Students","authors":"D. Kline, T. Cole, S. Pacheco","doi":"10.1093/med/9780190636890.003.0014","DOIUrl":"https://doi.org/10.1093/med/9780190636890.003.0014","url":null,"abstract":"This chapter discusses using a broad humanities perspective to teach medical students about climate change. It argues that the humanities can recover a more robust approach to bioethics and serve as a bridge between students’ professional training and their own spiritual and moral convictions. The chapter describes a short elective course taught to first- and second-year students at the McGovern Medical School at the University of Texas Health Science Center in Houston. It concludes with a class exercise in which students read the Physician Charter and write a short paper that takes one commitment from the charter and applies it to climate change.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123546931","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 : 1900-01-01DOI: 10.1093/MED/9780190636890.003.0020
Alex Lubet
This essay describes two disability-related courses—Disability Ethics and Music, Disability, and Society—which have become de facto requirements (one or both courses) for graduate students in music therapy. Music therapists comprise much of the majority of students in these courses who come from healthcare fields. This essay contemplates, in Disability Ethics, the roles of music/musicians/music therapists in bioethics and the role of bioethics in music therapy. In Music, Disability, and Society, students learn that music-making—presumably a talent or hyperability—offers a uniquely valuable perspective on disability. Disability Ethics proposes that mainstream bioethics takes too narrow a view of its potential reach. It marginalizes those professionals beyond doctors, nurses, policymakers, and administrators, such as health workers and other practitioners in mind–body praxis—including, for example, music teachers—who might benefit from its teachings, methods, and research and who at the same time themselves might have a beneficial impact on those teachings and methods. Music, Disability, and Society proposes that, through contemplating the place of talent in culture, the socially constructed aspects of disability are illuminated.
{"title":"Music, Music Therapy, Disability Studies, Bioethics, and Health Humanities","authors":"Alex Lubet","doi":"10.1093/MED/9780190636890.003.0020","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0020","url":null,"abstract":"This essay describes two disability-related courses—Disability Ethics and Music, Disability, and Society—which have become de facto requirements (one or both courses) for graduate students in music therapy. Music therapists comprise much of the majority of students in these courses who come from healthcare fields. This essay contemplates, in Disability Ethics, the roles of music/musicians/music therapists in bioethics and the role of bioethics in music therapy. In Music, Disability, and Society, students learn that music-making—presumably a talent or hyperability—offers a uniquely valuable perspective on disability. Disability Ethics proposes that mainstream bioethics takes too narrow a view of its potential reach. It marginalizes those professionals beyond doctors, nurses, policymakers, and administrators, such as health workers and other practitioners in mind–body praxis—including, for example, music teachers—who might benefit from its teachings, methods, and research and who at the same time themselves might have a beneficial impact on those teachings and methods. Music, Disability, and Society proposes that, through contemplating the place of talent in culture, the socially constructed aspects of disability are illuminated.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134285583","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 : 1900-01-01DOI: 10.1093/med/9780190636890.003.0006
M. Sharp
How do I attend to suffering and inspire healing in the complex twenty-first century? Medical humanities and theological education share this question as a matter of life and death. In this chapter, theologian and trained clinical ethicist Melinda McGarrah Sharp describes how narratives can illuminate moral dilemmas relevant to both health humanities education and theological education. Drawing on her training as a bioethicist and practical theologian and her teaching experiences in theological education, McGarrah Sharp frames pedagogical insights by philosophies of teaching and learning moral imagination as a significant way in to moral conundrums surrounding both suffering and healing today.
{"title":"Moral Imagination and More","authors":"M. Sharp","doi":"10.1093/med/9780190636890.003.0006","DOIUrl":"https://doi.org/10.1093/med/9780190636890.003.0006","url":null,"abstract":"How do I attend to suffering and inspire healing in the complex twenty-first century? Medical humanities and theological education share this question as a matter of life and death. In this chapter, theologian and trained clinical ethicist Melinda McGarrah Sharp describes how narratives can illuminate moral dilemmas relevant to both health humanities education and theological education. Drawing on her training as a bioethicist and practical theologian and her teaching experiences in theological education, McGarrah Sharp frames pedagogical insights by philosophies of teaching and learning moral imagination as a significant way in to moral conundrums surrounding both suffering and healing today.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122277764","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 : 1900-01-01DOI: 10.1093/MED/9780190636890.003.0018
Marcia Brennan
Teaching classes that engage end-of-life subject matter can present any number of pedagogical challenges, not least of all because the themes in play can be so vast and so vital that they are nearly unimaginable and undiscussable. When addressing these issues in the courses “Life at the End of Life” and “The Humanities of Care” at Rice University, the author presents vivid case studies drawn directly from clinical experiences as a literary Artist In Residence in the Department of Palliative Care and Rehabilitation Medicine at the University of Texas M. D. Anderson Cancer Center. Interweaving patient-centered narratives with analytical classroom discussions can help students to find language to address a diverse range of practical concerns, concrete experiences, subtle insights, and ineffable themes. With the increasing emphases on medical technologies, the demographics of an aging population, and shifts in policies toward end-of-life planning at the national level, the need to cultivate such a humanistic perspective in medicine—and in the broader cultural sphere—remains both timely and pressing. Just as end-of-life narratives exemplify some of the ways in which the reach of the humanities can extend into difficult areas of modern life, so too can the stories promote students’ abilities to re-envision the relations between the familiar and the extraordinary domains as they find language to express the links between lived experience and metaphysical presence.
{"title":"The Baptism and the Butterfly","authors":"Marcia Brennan","doi":"10.1093/MED/9780190636890.003.0018","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0018","url":null,"abstract":"Teaching classes that engage end-of-life subject matter can present any number of pedagogical challenges, not least of all because the themes in play can be so vast and so vital that they are nearly unimaginable and undiscussable. When addressing these issues in the courses “Life at the End of Life” and “The Humanities of Care” at Rice University, the author presents vivid case studies drawn directly from clinical experiences as a literary Artist In Residence in the Department of Palliative Care and Rehabilitation Medicine at the University of Texas M. D. Anderson Cancer Center. Interweaving patient-centered narratives with analytical classroom discussions can help students to find language to address a diverse range of practical concerns, concrete experiences, subtle insights, and ineffable themes. With the increasing emphases on medical technologies, the demographics of an aging population, and shifts in policies toward end-of-life planning at the national level, the need to cultivate such a humanistic perspective in medicine—and in the broader cultural sphere—remains both timely and pressing. Just as end-of-life narratives exemplify some of the ways in which the reach of the humanities can extend into difficult areas of modern life, so too can the stories promote students’ abilities to re-envision the relations between the familiar and the extraordinary domains as they find language to express the links between lived experience and metaphysical presence.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128966003","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 : 1900-01-01DOI: 10.1093/med/9780190636890.003.0019
K. Stewart, R. Ingold, M. D. Bruyn, Kelley Swain
Narrative learning and reflective writing have been shown to enhance physicians’ empathy, improve clinical interview skills, and help practitioners understand patients’ illness experiences. This chapter describes a global health humanities workshop that taught students to use an art technique (A Humument by Tom Phillips) to process materials from a sexual and reproductive health archive, culminating in reflective writing and public presentations. The workshop was developed through an interdisciplinary collaboration among a global health educator, a library archival curator, and a poet. The chapter describes the archival context, pedagogical goals, student learning, lessons learned, and future plans for using this approach.
{"title":"Art as Disruption in Global Health Humanities","authors":"K. Stewart, R. Ingold, M. D. Bruyn, Kelley Swain","doi":"10.1093/med/9780190636890.003.0019","DOIUrl":"https://doi.org/10.1093/med/9780190636890.003.0019","url":null,"abstract":"Narrative learning and reflective writing have been shown to enhance physicians’ empathy, improve clinical interview skills, and help practitioners understand patients’ illness experiences. This chapter describes a global health humanities workshop that taught students to use an art technique (A Humument by Tom Phillips) to process materials from a sexual and reproductive health archive, culminating in reflective writing and public presentations. The workshop was developed through an interdisciplinary collaboration among a global health educator, a library archival curator, and a poet. The chapter describes the archival context, pedagogical goals, student learning, lessons learned, and future plans for using this approach.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116556291","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 : 1900-01-01DOI: 10.1093/MED/9780190636890.003.0007
J. Hoberman
Medical curricula in the United States have never addressed the racial dimension of American medicine in an adequate, let alone systematic, way. Medical schools have instead marginalized race and ethnicity as unnecessary for medical education. This chapter argues that medical students should understand the breadth and depth of the health crises in American minority communities. Many medical schools have implemented so-called cultural competency courses that are supposed to improve the interracial and cross-cultural medical relationships future doctors will have with their patients. The consensus is that this type of instruction has proven to be inadequate to its task. In fact, much “cultural competency” instruction actually excludes the examination of black–white relationships and other cross-cultural encounters and the racial scenarios that arise in medical settings. Medical students should be informed about the ways in which cross-racial relationships (doctor–patient and doctor–doctor) can go wrong and have dysfunctional effects on medical treatment. In addition, these often superficial, episodic, and underfunded activities tend to focus on patient behaviors while leaving unexamined the racial belief systems of medical students and doctors. The chapter offers two strategies for pedagogy to address these issues: interpersonal relations within the medical culture and the racial dimension of diagnoses and treatments within the medical subdisciplines that medical students study. Medical students should be aware of these habits of thought and how they can affect the diagnosis and treatment of minority patients. The chapter ends by describing the author’s initial course offering on the topic.
{"title":"Medical Education and the Challenge of Race","authors":"J. Hoberman","doi":"10.1093/MED/9780190636890.003.0007","DOIUrl":"https://doi.org/10.1093/MED/9780190636890.003.0007","url":null,"abstract":"Medical curricula in the United States have never addressed the racial dimension of American medicine in an adequate, let alone systematic, way. Medical schools have instead marginalized race and ethnicity as unnecessary for medical education. This chapter argues that medical students should understand the breadth and depth of the health crises in American minority communities. Many medical schools have implemented so-called cultural competency courses that are supposed to improve the interracial and cross-cultural medical relationships future doctors will have with their patients. The consensus is that this type of instruction has proven to be inadequate to its task. In fact, much “cultural competency” instruction actually excludes the examination of black–white relationships and other cross-cultural encounters and the racial scenarios that arise in medical settings. Medical students should be informed about the ways in which cross-racial relationships (doctor–patient and doctor–doctor) can go wrong and have dysfunctional effects on medical treatment. In addition, these often superficial, episodic, and underfunded activities tend to focus on patient behaviors while leaving unexamined the racial belief systems of medical students and doctors. The chapter offers two strategies for pedagogy to address these issues: interpersonal relations within the medical culture and the racial dimension of diagnoses and treatments within the medical subdisciplines that medical students study. Medical students should be aware of these habits of thought and how they can affect the diagnosis and treatment of minority patients. The chapter ends by describing the author’s initial course offering on the topic.","PeriodicalId":272911,"journal":{"name":"Teaching Health Humanities","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114702182","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：