Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing

It would appear that education in health sciences is currently focused primarily on instilling effective scientific, cognitive and technical competencies in health professionals and practitioners; it is not according the same level of importance to personal, relational, ethical and moral competencie...

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Main Authors: Carlos J Moreno-Leguizamon, Jennifer J Patterson, Alexander Gómez Rivadeneira
Format: Article
Language:English
Published: University College of Medical Sciences 2015-09-01
Series:Research and Humanities in Medical Education
Subjects:
Online Access:https://www.rhime.in/ojs/index.php/rhime/article/view/3
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spelling doaj-711d3e763d4a4592911958a27f54de752020-11-24T21:54:51ZengUniversity College of Medical SciencesResearch and Humanities in Medical Education2350-05652015-09-01218233Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowingCarlos J Moreno-Leguizamon0Jennifer J PattersonAlexander Gómez RivadeneiraFaculty of Health and Education University of Greenwich London SE9 2UG United KingdomIt would appear that education in health sciences is currently focused primarily on instilling effective scientific, cognitive and technical competencies in health professionals and practitioners; it is not according the same level of importance to personal, relational, ethical and moral competencies. This review supports the quest for greater balance in biomedical and healthcare education by incorporating social sciences and humanities. It also argues that this is an urgent teaching and training task, especially in the developing world (Africa, Latin America and Asia). It is of critical importance to understand that matters of health and disease/illness are not only about the ‘disease in the body’ but also about the ‘disease in the body of the person suffering’, and that these two ways of knowing (epistemologies) or world-views have different implications in the health sciences education process. Lastly, as an ethics of care, the understandings afforded by these more inclusive approaches of the social sciences and humanities should not be a privilege confined to medical schools.https://www.rhime.in/ojs/index.php/rhime/article/view/3AfricaAsiaEducationMedicalNursingEpistemologyHealth SciencesHumanitiesLatin AmericaSocial Sciences
collection DOAJ
language English
format Article
sources DOAJ
author Carlos J Moreno-Leguizamon
Jennifer J Patterson
Alexander Gómez Rivadeneira
spellingShingle Carlos J Moreno-Leguizamon
Jennifer J Patterson
Alexander Gómez Rivadeneira
Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing
Research and Humanities in Medical Education
Africa
Asia
Education
Medical
Nursing
Epistemology
Health Sciences
Humanities
Latin America
Social Sciences
author_facet Carlos J Moreno-Leguizamon
Jennifer J Patterson
Alexander Gómez Rivadeneira
author_sort Carlos J Moreno-Leguizamon
title Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing
title_short Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing
title_full Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing
title_fullStr Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing
title_full_unstemmed Incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing
title_sort incorporation of social sciences and humanities in the training of health professionals and practitioners in other ways of knowing
publisher University College of Medical Sciences
series Research and Humanities in Medical Education
issn 2350-0565
publishDate 2015-09-01
description It would appear that education in health sciences is currently focused primarily on instilling effective scientific, cognitive and technical competencies in health professionals and practitioners; it is not according the same level of importance to personal, relational, ethical and moral competencies. This review supports the quest for greater balance in biomedical and healthcare education by incorporating social sciences and humanities. It also argues that this is an urgent teaching and training task, especially in the developing world (Africa, Latin America and Asia). It is of critical importance to understand that matters of health and disease/illness are not only about the ‘disease in the body’ but also about the ‘disease in the body of the person suffering’, and that these two ways of knowing (epistemologies) or world-views have different implications in the health sciences education process. Lastly, as an ethics of care, the understandings afforded by these more inclusive approaches of the social sciences and humanities should not be a privilege confined to medical schools.
topic Africa
Asia
Education
Medical
Nursing
Epistemology
Health Sciences
Humanities
Latin America
Social Sciences
url https://www.rhime.in/ojs/index.php/rhime/article/view/3
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