By Caragh Brosnan, Bryan S. Turner
The Handbook of the Sociology of clinical Education offers a modern creation to this vintage region of sociology by way of interpreting the social beginning and implications of the epistemological, organizational and demographic demanding situations dealing with clinical schooling within the twenty-first century.
Beginning with reflections at the historic and theoretical foundations of the sociology of scientific schooling, the gathering then makes a speciality of present matters affecting clinical scholars, the occupation and the college, prior to exploring scientific schooling in numerous nationwide contexts.
Leading sociologists study: the intersection of clinical schooling and social constructions akin to gender, ethnicity and incapacity; the impact of adjustments in clinical perform, akin to the emergence of evidence-based medication, on clinical schooling; and the continuing debates surrounding the shape and content material of clinical curricula. through interpreting utilized difficulties inside of a framework which attracts from social theorists equivalent to Pierre Bourdieu, this new assortment indicates destiny instructions for the sociological examine of scientific schooling and for clinical schooling itself.
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Extra info for Handbook of the Sociology of Medical Education
In short, much of what goes on in a medical school is not readily accessible to its inhabitants – unless promoted by direct (and often outside) questions and/or when ‘jostled’ by an unanticipated and unusual event. Nonetheless, medical educators continue to call for a ‘culture change’ and link this type/level of change to the HC. Because the overall medical literature on the HC tends to bifurcate student learning into formal versus HC (thus lumping together the informal and HC), 24 F. W. Hafferty and B.
1 also helped the authors identify a dimension of socialization we had neglected to include in our original database – namely the concept of ‘resocialization’. We noticed this missing element when we explored the proximal relationship of ‘total institutions’ to the HC, and then recalled a small body of sociological work linking the socialization of physicians to this particular (and extreme) form of identity transformation (resocialization). 1 re-calibrates. Such an experiment (along with others) would further enrich our understandings of the connections between the HC and sociological theory.
If for no other reason, educators have a moral responsibility to address those instances where students find themselves wallowing in learning environments awash with inconsistent or conflicting messages. In addition to these more reactive and instance-specific reclamations, medical educators are also beginning to explore proactive structural innovations that bear future scrutiny (from an HC perspective). One involves models of ‘longitudinal and integrated training’ – an example being Harvard’s Cambridge Integrated Clerkship (Hirsh et al.