Medical humanities : a ethics, aesthetics, politics / [electronic resource]

• 作者： Bleakley, Alan (Alan Douglas), author.
• 其他題名：
  • Critical approaches to health.
• 出版： Abingdon, Oxon ;New York, NY : Routledge
• 叢書名： Critical approaches to health
• 主題： Medicine and the humanities. , Medical education. , Education, Medical , Medecine et sciences humaines. , Enseignement medical. , Medical education. , Medicine and the humanities.
• ISBN： 9781003383260 (electronic bk.) 、 1003383262 (electronic bk.) 、 9781000961645 (electronic bk.) 、 1000961648 (electronic bk.) 、 9781000961591 (electronic bk.) 、 1000961591 (electronic bk.)
• FIND@SFXID: CGU
• 資料類型: 電子書
• 內容註: Includes bibliographical references and index.
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• 摘要註: "This ground-breaking book sets out a fresh vision for a future medical education by providing a radical reconceptualization of the purposes of medical humanities through a lens of critical health psychology and liberatory pedagogy. The medical humanities are conceived as translational media through which reductive, instrumental biomedicine can be raised in quality, intensity, and complexity by embracing ethical, aesthetic, and political values. This translation occurs through innovative use of metaphor. A note of caution is offered - that the medical humanities too can be instrumental and reductive if not framed well. Drawing on major theorists such as Foucault and Ranciere and bringing together insights from diverse but inter-related fields, Bleakley focuses on the "ills" of contemporary biomedicine and medical education, and the need for reconceptualization, which- it is argued- the translational medical humanities have the potential to accomplish. Current instrumental approaches to medical humanities, embracing communication skills training and narrative-based medicine, have failed to address the chronic symptoms suffered by medicine. These include: resort to closed, functional systems thinking rather than embracing dynamic, complex, open, and adaptive systems thinking; lack of democratic habits in medical culture, compromising patient safety and care; the production of insensibility rather than deepening of sensibility in medical education; a lack of attention to ethics, aesthetics, and politics where the instrumental is privileged; and a lack of critical reflexivity in revisioning habitual practices. Through persuasive argument, Bleakley sets out a more radical manifesto for the role the arts and humanities might play in medical/healthcare education and offers a new approach based on curriculum process rather than syllabus content, to recuperate aesthetic sensibilities, discernment, and affect in medicine. The book will appeal to medical and healthcare edu
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