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The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future. "This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now." Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions.

Education, Medical. --- Medical education. --- Medical. --- Education, Professional --- Education --- Anthropology, Education, Sociology and Social Phenomena --- Education, Medical --- Medicine --- Health & Biological Sciences --- Medical Education --- Study and teaching. --- Medical personnel --- Education. --- Medicine. --- Curriculums (Courses of study). --- Medical Education. --- Medicine/Public Health, general. --- Learning & Instruction. --- Curriculum Studies. --- Curricula. --- Professional education --- Medical education --- Curriculum planning. --- Clinical sciences --- Medical profession --- Human biology --- Life sciences --- Medical sciences --- Pathology --- Physicians --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- Health Workforce --- Learning. --- Instruction. --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Learning process --- Comprehension --- Medical sciences. --- Learning, Psychology of. --- Health Sciences. --- Instructional Psychology. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Basic medical sciences --- Basic sciences, Medical --- Biomedical sciences --- Health sciences --- Preclinical sciences --- Sciences, Medical --- Psychological aspects

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future. "This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now." Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions

Curriculum development --- Didactics --- Didactics of medicine --- Hygiene. Public health. Protection --- medische opleidingen --- didactiek --- geneeskunde --- gezondheidszorg --- curriculumontwikkeling