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.
"The authors provide us with a masterful reconceptualization of
medical education that challenges traditional notions about
teaching and learning. The book critiques current practices and
offers new approaches to medical education based upon sociocultural
research and theory. This thought provoking narrative advances the
case for reform and is a must read for anyone involved in medical
education." -
David M. Irby, PhD, Vice Dean for Education, University of
California, San Francisco School of Medicine; and co-author of
Educating Physicians: A Call for Reform of Medical School and
Residency
"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.
"
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