Applied Philosophy for Health Professions Education: A Journey Towards Mutual Understanding

385 Pages·2022·5.199 MB·English

by  Megan E. L. Brown, Mario Veen, Gabrielle Maria Finn

Megan E. L. Brown
Mario Veen
Gabrielle Maria Finn Editors
Applied
Philosophy
for Health
Professions
Education
A Journey Towards Mutual
Understanding
Applied Philosophy for Health Professions
Education
· ·
Megan E. L. Brown Mario Veen
Gabrielle Maria Finn
Editors
Applied Philosophy
for Health Professions
Education
A Journey Towards Mutual Understanding
Editors
MeganE.L.Brown MarioVeen
ImperialCollegeLondon ErasmusUniversityMedicalCenter
London,UK Rotterdam,TheNetherlands
HullYorkMedicalSchool
York,UK
TheUniversityofBuckingham
Buckingham,UK
GabrielleMariaFinn
TheUniversityofManchester
Manchester,UK
HullYorkMedicalSchool
York,UK
ISBN 978-981-19-1511-6 ISBN 978-981-19-1512-3 (eBook)
https://doi.org/10.1007/978-981-19-1512-3
©TheEditor(s)(ifapplicable)andTheAuthor(s),underexclusivelicensetoSpringerNature
SingaporePteLtd.2022
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Singapore
ThisbookisdedicatedtothememoryofFlint
VictorBrophy.
Foreword
Wewantyourtechnology,butnotyourphilosophy.
A Dean spoke these words to me with a determent facial expression. He wanted
theproblem-basedlearningtechnology(e.g.,smallgroupdiscussions,self-directed
learning)forhisstudents,withoutexposingthestudentstophilosophiesunderlying
theeducation(e.g.,humanism,constructivism).Thesephilosophieswouldnotmatch
withthestudents’culturalvalues.Thismademereflectonhowphilosophyrelatesto
education,andhoweducationrelatestophilosophy.Weinvestigatedthesetwoques-
tionsindifferentnationalculturesandfoundthat:problem-basedlearningphiloso-
phies affect student’s ideas, and the student’s ideas affect problem-based learning.
Education and philosophy are inextricably linked. The Dean dreamed a hopeless
dreamwithhiswishforeducationwithoutphilosophy.
I’majournaleditor,aneducationalresearcher,andaneducator,andIfindphilos-
ophytobeimportant,butdistantandinaccessible(oraclosedcavetostaywithinthe
philosopher’s world). Writing on philosophical topics seemed more something for
mysmartcolleaguesformthemedicalethicsdepartment,thanforanormalacademic
likemyself.Theyhavestudiedphilosophers’complexideaswrittendownonmany
pagesinevenmorecomplexlanguageformanyyears.Ihadnotcomefurtherthan
Freire’sPedagogyoftheoppressed—whichIloved—andanattempttoreadArendt’s
Thehumancondition—whichIneverfinished.ButnowthereistheAppliedPhilos-
ophyforHealthProfessionsEducation:AJourneyTowardsMutualUnderstanding
toopentheworldofphilosophyforeducators.Thebookoffersbothanintroduction
andamorein-depthdiscussionofthephilosophyofhealthprofessionseducation.
AppliedPhilosophyforHealthProfessionsEducationintroduceseducatorsinto
a wide range of philosophical topics. Several chapters provide a philosophical
perspective on contemporary educational issues, e.g., assessment, identity forma-
tion, empathy, social media. Other chapters focus on what philosophical concepts
canmeanforhealthprofessionseducation,e.g.,Stoicism,ontology,phronesis,femi-
nism.Twochaptersaredevotedtothephilosophyofscience.Thesetwochaptersare
relevantforbothproducers(i.e.,researchers)andconsumers(i.e.,educators,policy
vii
viii Foreword
makers) of health profession education research. I was personally excited that the
editorshaveincludedachapteronFreire’swork.Theeditors—MeganBrown,Mario
Veen,andGabrielleFinn—havetakenthebook’ssubtitleAjourneytowardsmutual
understanding seriously. Most chapters have been authored by a combination of
cliniciansand/oreducators,andexpertsinphilosophy.Theseuniqueauthorcombi-
nationsresultinabookthatcombinesin-depthexplorationofphilosophicalconcepts,
withpracticalexamples andcases,writteninaclearandaccessiblelanguage. The
editors and authors have made a remarkable performance by offering us an acces-
sible, practical, and scholarly introduction into the meaning of philosophy for the
healthprofessionseducation.Thisisthefirstbooktoaccomplishbridgingthegap
betweenbothworlds.
Dear health professions education reader, you no longer have to be afraid of
philosophy. And this book may give you the language (and the will) to engage
thatDeanwhodemandsyoureducationaltechnologybutdismissesthephilosophy
underpinningthem.
ProfessorErikDriessen
ProfessorandChair,Departmentof
EducationalDevelopmentand
Research,FacultyofHealth,Medicine
andLifeSciences
MaastrichtUniversity
Maastricht,TheNetherlands
Preface
This book is a journey towards mutual understanding—it says so in the title—but
betweenwhom?Inthisbookwebringtogetherthevoicesofemergingandestablished
healthcareprofessionals,educators,andresearcherswiththevoicesofphilosophers.
In doing so, we hope we have captured the beginnings of an applied philosophy
for health professions education that is both grounded in theory, but practical in
orientation. We, the editors, are all interested in or have studied philosophy, yet
have noticed during our time in health professions education that it is relatively
underutilised within the field. We hope in reading this book that you will begin to
see what insights philosophy can offer our interdisciplinary field and, in doing so
(andperhapsputtingsomeoftheseinsightsintopracticeinyourowneducationalor
researchpractice),thatwecanmovethefieldtowardsamoretrulyinterdisciplinary
position.
Thisbookwaswrittenforallofthoseinterestedorinvestedinhealthprofessions
education—from ‘on the ground’ clinicians and educators, to those with interests
inresearchandformalacademicpositions.Somechaptersaremoreintroductoryin
nature,whilstothersofferamoretheoretical‘deepdive’intovariousphilosophies.
This is intentional, and we hope there is something for everyone in this book. We
envision this book could be particularly useful for those completing postgraduate
studiesinhealthprofessionseducationandresearch.
We are indebted to the contributing authors of this edited volume for their
wisdom,effort,andinsight.Inalphabeticalorderbysurname,thefollowingtrainees,
undergraduate students, postgraduate students, clinicians, educators, researchers,
philosophers,andthosethatdefyeasylabellingcontributedtothisbook:
(cid:129)
Rola Ajjawi. Centre for Research in Assessment and Digital Learning, Deakin
University,Melbourne,VIC,Australia.Email:[email protected]
(cid:129)
Joop Berding. Before his retirement affiliated with Rotterdam University of
AppliedSciences,TheNetherlands.Email:[email protected]
(cid:129)
RobynBluhm.DepartmentofPhilosophyandLymanBriggsCollege,Michigan
StateUniversity,EastLansing,Michigan,USA.Email:[email protected]
ix
x Preface
(cid:129)
MeganE.L.Brown.MedicalEducationInnovationandResearchCentre,Imperial
CollegeLondon,UKandHealthProfessionsEducationUnit,HullYorkMedical
School,UniversityofYork,UK.Email:[email protected]
(cid:129)
Jamie Buckland. Department of Philosophy, University of York, UK. Email:
[email protected]
(cid:129)
JessicaL.Bunin.DepartmentofMedicine,UniformedServicesUniversityofthe
HealthSciences.Email:[email protected]
(cid:129)
Benjamin Chin-Yee. Division of Hematology, Western University, London,
Canada, and Rotman Institute for Philosophy, Western University, London,
Canada.Email:[email protected]
(cid:129)
Camillo Quinto Harro Coccia. University of Cape Town, Cape Town, South
Africa.Email:[email protected]
(cid:129)
PaulCrampton.HealthProfessionsEducation Unit,HullYorkMedicalSchool,
UniversityofYork,UK.Email:[email protected]
(cid:129)
AdamDanquah.FacultyofBiology,MedicineandHealth,UniversityofManch-
ester,Manchester,UK.Email:[email protected]
(cid:129)
Anne de la Croix. Amsterdam UMC, Research in Education, Faculty of
Medicine,VrijeUniversiteitAmsterdam,TheNetherlands.Email:A.delacroix@
amsterdamumc.nl
(cid:129)
Tim Dornan, Queen’s University Belfast, Northern Ireland, UK and Maastricht
University,TheNetherlands.
(cid:129)
AngeliqueN.Dueñas.DepartmentofMedicalEducation,NorthwesternUniver-
sity Feinberg School of Medicine, Chicago, IL, USA and Health Professions
Education Unit, Hull York Medical School, University of York, UK. Email:
[email protected]
(cid:129)
Sarah Louise Edwards. University Hospitals of Leicester, Leicester Royal
Infirmary,Leicester,UK.Email:[email protected]
(cid:129)
Kevin Eva. Centre for Health Education Scholarship, University of British
Columbia,Vancouver,Canada.Email:[email protected]
(cid:129)
GabrielleM.Finn.DivisionofMedicalEducation,SchoolofMedicalSciences,
FacultyofBiology,MedicineandHealth,TheUniversityofManchester,Manch-
ester, UK and Health Professions Education Unit, Hull York Medical School,
UniversityofYork,UK.Email:gabrielle.fi[email protected]
(cid:129)
Jonathan Guckian. Leeds Teaching Hospitals Trust, Leeds. Email: Jonathan.
[email protected]
(cid:129)
Neil Guha. School of Medicine, University of Nottingham, Nottingham, UK.
Email:[email protected]
(cid:129)
Frederic W. Hafferty. Division of General Internal Medicine and Program in
Professionalism and Values, Mayo Clinic, Rochester, Minnesota, USA. Email:
[email protected]
(cid:129)
Nigel Hart. School of Medicine, Dentistry, and Biomedical Sciences, Queen’s
UniversityBelfast,NorthernIreland,UK.Email:[email protected]
(cid:129)
JennyJohnston.SchoolofMedicine,Dentistry,andBiomedicalSciences,Queen’s
UniversityBelfast,NorthernIreland,UK.Email:[email protected]
Preface xi
(cid:129)
Amelia Kehoe. Health Professions Education Unit, Hull York Medical School,
UniversityofYork,UK.Email:[email protected]
(cid:129)
Martina Ann Kelly, Undergraduate Family Medicine, Cumming School of
Medicine, University of Calgary, Calgary, Canada. Email: makelly@ucalgary.
ca
(cid:129)
AbigailKonopasky.CenterforHealthProfessionsEducation,UniformedServices
University of the Health Sciences and Henry M. Jackson Foundation for the
AdvancementofMilitaryMedicine.Email:[email protected]
(cid:129)
WilliamLaughey.HealthProfessionsEducationUnit,HullYorkMedicalSchool,
UniversityofYork,UK.Email:[email protected]
(cid:129)
TimLeBon.Psychotherapist,UK.Email:[email protected]
(cid:129)
AlexanderMacLellan.DepartmentofPsychology,UniversityofBath,Bath,UK.
Email:[email protected]
(cid:129)
Annalisa Manca. School of Medicine, Dentistry, and Biomedical Sciences,
Queen’sUniversityBelfast,NorthernIreland,UK.Email:annalisa.manc@gmail.
com
(cid:129)
Nabilah Yunus Mayat. Airedale NHS Foundation Trust, UK. Email: n.mayat@
nhs.net
(cid:129)
Barett Michalec, Edson College of Nursing and Health Innovation, CAIPER,
ArizonaStateUniversity.Email:[email protected]
(cid:129)
Jacob Pearce. Specialist and Professional Assessment, Australian Council for
EducationalResearch,Camberwell,Victoria,Australia.
(cid:129)
GracePeters.VeterinaryCommunicationforProfessionalExcellence,Colorado
StateUniversity,[email protected]
(cid:129)
Nicole Piemonte, Creighton University, School of Medicine, Phoenix Regional
Campus
(cid:129)
BryanC.Pilkington,SchoolofHealthandMedicalSciences,CollegeofNursing,
andDepartmentofPhilosophy,SetonHallUniversityandHackensackMeridian
SchoolofMedicine
(cid:129)
MargaretPlews-Ogan,UniversityofVirginiaSchoolofMedicine,USA.Email:
[email protected]
(cid:129)
Marina Politis. School of Medicine, Dentistry and Nursing, University of
Glasgow,Glasgow,UK.Email:[email protected]
(cid:129)
WouterPols.BeforehisretirementaffiliatedwithRotterdamUniversityofApplied
Sciences,TheNetherlands.Email:[email protected]
(cid:129)
HollyQuinton.QueensRoadSurgery,Consett,CountyDurham,UK.
(cid:129)
Cristina Richie. Philosophy and Ethics of Technology, Technische Universiteit
Delft,Delft2628,TheNetherlands.Email:[email protected]
(cid:129)
Charlotte Rothwell. NIHR Applied Research Collaboration North East and
Cumbria,NewcastleUniversity,UK.Email:[email protected]
(cid:129)
Tinu Ruparell, Department of Classics and Religion, University of Calgary,
Canada.
(cid:129)
Sven Peter Charlotte Schaepkens. Erasmus Medical Centre, Rotterdam, The
Netherlands.Email:[email protected]