Caring to Care
| Autor: | David Hirsh, Boyd F. Richards, Henry Weil, Daphne Monie, Dorene F. Balmer |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
020205 medical informatics
Interprofessional Relations media_common.quotation_subject education 02 engineering and technology Trust Education 03 medical and health sciences 0302 clinical medicine Duration (philosophy) 0202 electrical engineering electronic engineering information engineering Humans 030212 general & internal medicine Sociology Curriculum media_common Physician-Patient Relations Medical education Enthusiasm Evidence-Based Medicine Education Medical Perspective (graphical) Clinical Clerkship General Medicine Evidence-based medicine Philosophy Action (philosophy) Conceptual framework Empathy Medical ethics |
| Zdroj: | Academic Medicine. 91:1618-1621 |
| ISSN: | 1040-2446 |
| DOI: | 10.1097/acm.0000000000001207 |
| Popis: | The authors argue that Nel Noddings' philosophy, "an ethic of caring," may illuminate how students learn to be caring physicians from their experience of being in a caring, reciprocal relationship with teaching faculty. In her philosophy, Noddings acknowledges two important contextual continuities: duration and space, which the authors speculate exist within longitudinal integrated clerkships. In this Perspective, the authors highlight core features of Noddings' philosophy and explore its applicability to medical education. They apply Noddings' philosophy to a subset of data from a previously published longitudinal case study to explore its "goodness of fit" with the experience of eight students in the 2012 cohort of the Columbia-Bassett longitudinal integrated clerkship. In line with Noddings' philosophy, the authors' supplementary analysis suggests that students (1) recognized caring when they talked about "being known" by teaching faculty who "cared for" and "trusted" them; (2) responded to caring by demonstrating enthusiasm, action, and responsibility toward patients; and (3) acknowledged that duration and space facilitated caring relations with teaching faculty. The authors discuss how Noddings' philosophy provides a useful conceptual framework to apply to medical education design and to future research on caring-oriented clinical training, such as longitudinal integrated clerkships. |
| Databáze: | OpenAIRE |
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