This book increases the accessibility of philosophical concepts to a wider audience within medical education, translating knowing to doing. It prompts health professions educators and researchers to consider the dynamics and structure of contemporary issues within health professions education in new, philosophical ways. Through considering the practical implications of applying philosophical concepts to contemporary issues, the book recommends avenues for further research and pedagogical change. Individual educators are considered, with practice points for teaching generated within each chapter.
Readers will acquire practical ways in which they can change their own practice or pedagogy that align with the new insight offered through our philosophical analysis. These practical recommendations may be systemic in nature, but the authors of this book also offer micro-level recommendations for practitioners that can be considered as ways to improve individual approaches to education and research.
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1 | (8) |
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2 Philosophy of Education: Towards a Practical Philosophy of Educational Practice |
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9 | (14) |
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3 Subjectineation in Health Professions Education: Why We Should Look Beyond the Idea of Professional Identity Formation |
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23 | (16) |
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4 The Serious Healer: Developing an Ethic of Ambiguity Within Health Professions Education |
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39 | (14) |
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5 Acknowledgement: The Antidote to Skillification (of Empathy) in Health Professions Education |
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53 | (14) |
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6 Tracing Philosophical Shifts in Health Professions Assessment |
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67 | (18) |
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7 The Significance of the Body in Health Professions Education |
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85 | (18) |
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8 The Philosophy of Education: Freire's Critical Pedagogy |
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103 | (16) |
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9 The Philosophy of Social Justice: Lessons for Achieving Progress in Health Professions Education Through Meaningful Inclusion |
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119 | (22) |
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10 The Future of Healthcare is Feminist: Philosophical Feminism in Health Professions Education |
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141 | (16) |
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11 The Philosophy of Agency: Agency as a Protective Mechanism Against Clinical Trainees `Moral Injury' |
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157 | (16) |
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12 "What Does It Mean to Be?": Ontology and Responsibility in Health Professions Education |
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173 | (14) |
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13 The Philosophy of Science: An Overview |
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187 | (18) |
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14 Tensions Between Individualism and Holism: A Philosophy of Social Science Perspective |
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205 | (14) |
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15 Ethics Education in the Health Professions |
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219 | (14) |
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16 Climate Change and Health Care Education |
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233 | (18) |
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17 The Philosophy of Technology: On Medicine's Technological Enframing |
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251 | (16) |
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18 Philosophy as Therapy: Rebalancing Technology and Care in Health Professions Education |
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267 | (12) |
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19 Is Social Media Changing How We Become Healthcare Professionals? Reflections from SoMe Practitioners |
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279 | (14) |
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20 Phronesis in Medical Practice: The Will and the Skill Needed to Do the Right Thing |
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293 | (18) |
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21 In Pursuit of Time: An Inquiry into Kairos and Reflection in Medical Practice and Health Professions Education |
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311 | (14) |
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Sven Peter Charlotte Schaepkens |
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Camillo Quinto Harro Coccia |
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22 The Application of Stoicism to Health Professions Education |
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325 | (14) |
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23 Teaching Dignity in the Health Professions |
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339 | (12) |
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24 The Ambiguities of Humility: A Conceptual and Historical Exploration in the Context of Health Professions Education |
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351 | (20) |
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Megan Elizabeth Lincoln Brown is a doctor turned academic, currently working as a senior lecturer in medical education at the University of Buckingham, and teaching fellow in medical education research at Imperial College London. She is shortly due to defend her PhD in Medical Education at Hull York Medical School. Her research interests include innovate educational strategies (such as Longitudinal Integrated Clerkships), professional identity, qualitative research methods, and philosophical theory. Through her study of educational strategy, and work as an online learning content developer, a large focus of her work has been on what works practically within medical education.
Gabrielle Maria Finn is Professor of Medical Education and Vice Dean for Teaching, Learning and Students within the Faculty of Biology, Medicine and Health at the University of Manchester. She was the founding director of the Health Professions Education Unit (HPEU) at the Hull York Medical School, which has facilitated and provided leadership for many issues related to innovation in learning, teaching and research. Her areas of interest include anatomy pedagogy, identity formation, medical student selection, assessment and medical professionalism. She has a special interest in the use of anatomical body painting within medical education and public engagement.
Mario Veen is Assistant Professor Educational Research at Erasmus MC, interested in correspondences between philosophy and medical education. He has a PhD in discursive psychology and technology assessment and an interdisciplinary background in philosophy, social science and the humanities. Mario is action editor for the Philosophy in Medical Education series of the journal Teaching & Learning in Medicine. He hosts the podcasts Let Me Ask You Something and Life From Platos Cave.
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