Description
The perceived value of philosophy to medical education is increasing. But beyond the occasional application of philosophical concepts, what does it mean to be philosophical about medical education and to do philosophy—to create new concepts and ways of thinking about what medical education is? The complex and dynamic nature of academic medicine requires medical educators to reflect on their practices, to question assumptions, and to embrace the ambiguity of a world that cannot be captured by any one model or theory.
This volume explores philosophy as a practice in medical education. We use persistent problems that vex medical educators as a starting point to do philosophy, asking fundamental questions to probe them: How are teaching and learning related? How do we educate the value of personal experience relative to scientific evidence? We also challenge the assumptions underlying these problems with alternatives: What if teaching does not cause learning? What if we cannot divide our inner and outer world? We then explore ways forward: If we cannot cause learning, how do we reconceptualize the educational process? How do we help physician trainees critically reflect on medical epistemology throughout their professional development?
Each chapter explores one theme in medical education (e.g., education, science, inequality, technology, mortality) from a philosophical perspective, opening it up to fundamental re-examination and inviting readers to continue exploration beyond the printed words. This book is a step towards enabling medical educators to practice philosophy themselves at appropriate moments in their work. In this way, it aims to establish medical education as a mature field with its own philosophy. The chapters in this book were originally published in the journal Teaching and Learning in Medicine.
Table of Contents
Foreword
Megan E. L. Brown
1. Problems No One Looked For: Philosophical Expeditions into Medical Education
Mario Veen and Anna T. Cianciolo
2. Beyond the Medical Model: Thinking Differently about Medical Education and Medical Education Research
Gert J. J. Biesta and Marije van Braak
3. Teaching Medical Epistemology within an Evidence-Based Medicine Curriculum
Mark R. Tonelli and Robyn Bluhm
4. Language, Philosophy, and Medical Education
John R. Skelton
5. Contending with Our Racial Past in Medical Education: A Foucauldian Perspective
Zareen Zaidi, Ian M. Partman, Cynthia R.Whitehead, Ayelet Kuper and Tasha R. Wyatt
6. Phenomenological Research in Health Professions Education: Tunneling from Both Ends
Chris Rietmeijer and Mario Veen
7. Black, White and Gray: Student Perspectives on Medical Humanities and Medical Education
Madeleine Noelle Olding, Freya Rhodes, John Humm, Phoebe Ross and Catherine McGarry
8. Because We Care: A Philosophical Investigation into the Spirit of Medical Education
Camillo Coccia and Mario Veen
9. A Matter of Trust: Online Proctored Exams and the Integration of Technologies of Assessment in Medical Education
Tim Fawns and Sven P. C. Schaepkens
10. Being-Opposite-Illness: Phenomenological Ontology in Medical Education and Clinical Practice
John Humm
11. The Lifecycle of a Clinical Cadaver: A Practice-Based Ethnography
Anna MacLeod, Victoria Luong, Paula Cameron, George Kovacs, Molly Fredeen, Lucy Patrick, Olga Kits and Jonathan Tummons
12. Technical Difficulties: Teaching Critical Philosophical Orientations toward Technology
Benjamin Chin-Yee, Laura Nimmon and Mario Veen
13. Mind the Gap: A Philosophical Analysis of Reflection’s Many Benefits
Sven P. C. Schaepkens and Thijs Lijster
14. Conclusions: Envisioning a Philosophy of Medical Education
Anna T. Cianciolo and Mario Veen
