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Vrouwen en hun positie in de medische gezondheidszorg is de rode draad in deze bloemlezing. Met uitzondering van het eerste deel zijn alle bijdragen geschreven vanuit de ervaringen van vrouwen. Het zijn allemaal vrouwen die als docenten verbonden zijn aan de medische faculteit van universiiteiten of aan hogescholen. De samenstelster heeft hen uitdrukkelijk gevraagd een persoonlijk verslag te schrijven over hun ervaringen met het integreren van een feministisch gedachtengoed in hun lespraktijk en arbeidsomgeving. Op welke vragen en problemen hebben zij een antwoord moeten zoeken? In het eerste deel wordt een meer theoretisch overzicht geboden van de huidige stand van zaken betreffende vrouwen in de gezonheidssector in de Verenigde Staten.

Sociology of minorities --- Sociology of the family. Sociology of sexuality --- Didactics --- Higher education --- Human medicine --- Feminism --- Professors --- Medical sciences --- Curriculum --- Doctors --- Sexism --- Women --- Blackness --- Book --- Canada --- United States of America

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The thirteen essays in Educating for Professionalism examine the often conflicting ethical, social, emotional, and intellectual messages that medical institutions send to students about what it means to be a doctor. Because this disconnection between what medical educators profess and what students experience is partly to blame for the current crisis in medical professionalism, the authors offer timely, reflective analyses of the work and opportunities facing medical education if doctors are to win public trust.In their drive to improve medical professionalism within the work

Medicine --- Physicians --- Humanism. --- Medical students --- Medical education --- Health Workforce --- Philosophy --- Classical education --- Classical philology --- Philosophical anthropology --- Renaissance --- Health occupations students --- Medical personnel --- Professional education --- Study and teaching. --- Attitudes. --- Training of. --- Philosophy. --- Education

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Triple Takes on Curricular Worlds is a groundbreaking exploration of curriculum studies that offers a new understanding of the "selves" educators bring to work. Three educators from three different disciplines write on issues not usually forefronted in curriculum studies: boundaries, disgrace, distance, fear, forgiveness, light, and mothers. Their gendered voices give new meaning to the idea of curriculum to include that which courses through their lives in the classroom, in the public sphere, and in their nighttime personas. Each writer demonstrates to what extent teaching must interact with living in the twenty-first century.Writing from the perspectives of medicine, elementary education, and literature, the authors examine what it is like to live and work in a multidisciplined, multilayered world. Their chapters, born out of their life experiences, critique the serious issues of our time—terrorism, technology, power, and privilege—hoping to stimulate readers to think about their own public and private selves.

Critical pedagogy --- Interdisciplinary approach in education --- Curriculum planning --- Curriculum development --- Education --- Instructional systems --- Planning --- Study and teaching (Higher) --- Study and teaching (Graduate) --- Curricula --- Design

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"Professionalism in Medicine: Critical Perspectives" is a brilliant collection of essays that responds to platitudinous notions of medical professionalism with theoretical clarity and curricular innovation. Drawing upon a wonderful wealth of scholars in the medical humanities, this inspirational volume seeks to transcend reductionistic conceptions of professionalism that are too easily mistaken for the real thing, simply because they are amenable to measurement. This incisive anthology will be savored by all who want to bring qualitative balance to a ˜professionalism movement' that has often conflated quantitative assessment with cogent analysis." Joseph J. Fins, M.D., F.A.C.P., Chief, Division of Medical Ethics and Professor of Medicine, Weill Medical College of Cornell University and Author, "A Palliative Ethic of Care: Clinical Wisdom at Life's End." "This book makes a welcome and important contribution to the ongoing dialogue and debate about professionalism in medicine. The contributors, all distinguished authorities and experienced medical educators, challenge current constructs and suggest new approaches to understanding, teaching and evaluating professionalism. The provocative ideas presented range from the theoretical to the pragmatic. Professionalism in Medicine will engage the interest of medical educators and practicing physicians, sociologists and philosophers." Herbert M. Swick, M.D., Executive Director, Institute of Medicine and Humanities Professionalism has become a part of the contemporary academic medicine parlance, with the stakeholders focus on what has become a consistent list of attributes deemed to be the essence of professionalism: variations on altruism, duty, excellence, honor and integrity, accountability, and respect. This collection of essays steps outside this focus. Its contributors ask different questions, including how the specialized language of academic medicine and its affiliated governing and accrediting institutions define, organize, and contain the attitudes, values, and behaviors subsumed under the label "professional" or "professionalism." Each essay questions the profession's beliefs about the nature of its work and how such beliefs are enacted (or not) in medical education and practice. Anyone involved in decision-making in the undergraduate medical curriculum will find this book thoughtful, at times provocative, and in the end, useful.

Teaching --- Didactics of medicine --- medische opleidingen --- didactiek --- geneeskunde --- onderwijs