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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University College of Medical Sciences
2015-09-01
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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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