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.
Chapter
1. Introduction: Philosophy as Praxis.
Chapter
2. The
philosophy of science: an overview.
Chapter
3. The philosophy
of social science: tensions between individualism and holism.
Chapter
4.
Ontology: What is it to be human?.
Chapter
5. The philosophy of education:
an overview.
Chapter
6. The philosophy of education: Biesta, the non-medical
model, and person-making.
Chapter
7. The philosophy of education: Freires
critical pedagogy.
Chapter
8. Philosophical feminism.
Chapter
9.
Philosophical pedagogy: how philosophy can help us understand innovations.-
Chapter
10. The Serious Healer: Developing an ethic of ambiguity within
health professions education.
Chapter
11. The demise of practical wisdom
within health professions education: is the hidden curriculum to
blame?.-Chapter
12. Working against the clock.
Chapter
13. The philosophy of
artificial intelligence: Applications for machine learning in regard to
selection within health professions education.
Chapter
14. The philosophy of
social justice: lessons for widening access and participation within health
professions education.
Chapter
15. Towards an ethic of caring within health
professions education.
Chapter
16. The role of the body within health
professions education.
Chapter
17. Grave Gazing: Becoming comfortable with
mortality.
Chapter
18. Can philosophy humanise medicine?.
Chapter
19. The
application of Stoicism to health professions education.
Chapter
20.
Reconnecting Western Mindfulness with its Eastern Philosophical Roots.-
Chapter
21. Social media and philosophical concerns regarding health
professions identity.
Chapter
22. Assessment philosophy.
Chapter
23.
Concluding remarks.
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.
