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Both the actualities and the metaphorical possibilities of illness and medicine abound in literature: from the presence of tuberculosis in Franz Kafka's fiction or childbed fever in Mary Shelley's Frankenstein to disease in Thomas Mann's Death in Venice or in Harold Pinter's A Kind of Alaska; from the stories of Anton Chekhov and of William Carlos Williams, both doctors, to the poetry of nurses derived from their contrasting experiences. These are just a few examples of the cross-pollination between literature and medicine. It is no surprise, then, that courses in literature and medicine flourish in undergraduate curricula, medical schools, and continuing-education programs throughout the United States and Canada. This volume, in the MLA series Options for Teaching, presents a variety of approaches to the subject. It is intended both for literary scholars and for physicians who teach literature and medicine or who are interested in enriching their courses in either discipline by introducing interdisciplinary dimensions. The thirty-four essays in Teaching Literature and Medicine describe model courses; deal with specific texts, authors, and genres; list readings widely taught in literature and medicine courses; discuss the value of texts in both medical education and the practice of medicine; and provide bibliographic resources, including works in the history of medicine from classical antiquity.
Few faculty members in academic medical centres are formally prepared for their roles as teachers. This work is an introductory text designed to provide medical teachers with the core concepts of effective teaching practice and information about innovations for curriculum design, delivery, and assessment. It offers brief, focused chapters with content that is easily assimilated by the reader. Topics are relevant to basic science and clinical teachers, and the work does not presume readers possess prerequisite knowledge of education theory or instructional design. The authors emphasize application of concepts to teaching practice. Topics include: Helping Students Learn; Teaching Large Groups; Teaching in Small Groups; Problem Based Learning; Team-Based Learning, Teaching Clinical Skills; Teaching with Simulation; Teaching with Practicals and Labs; Teaching with Technological Tools; Designing a Course; Assessing Student Performance; Documenting the Trajectory of your Teaching and Teaching as Scholarship. Chapters were written by leaders in medical education and research who draw upon extensive professional experience and the literature on best practices in education. Although designed for teachers, the work reflects a learner-centred perspective and emphasizes outcomes for student learning. The book is accessible and visually interesting, and the work contains information that is current, but not time-sensitive. The work includes recommendations for additional reading and an appendix with resources for medical education.
This book is situated in the field of medical humanities, and the articles continue the dialogue between the disciplines of literature and medicine that was initiated in the 1970s and has continued with ebbs and flows since then. Recently, the need to renew that interdisciplinary dialogue between these two fields, which are both concerned with the human condition, has resurfaced in the face of institutional challenges, such as shrinking resources and the disappearance of many spaces devoted to the exchange of ideas between humanists and scientists. This volume presents cutting-edge research by scholars keen on not only maintaining but also enlivening that dialogue. They come from a variety of cultural, academic, and disciplinary backgrounds and their essays are organized in four thematic clusters: pedagogy, the mind-body connection, alterity, and medical practice.
Learning how to behave and engage professionally can be one of the most challenging parts of embarking on a career in the medical field. This expansive anthology demonstrates how medical professionals can powerfully engage with their students through a variety of literary texts for discussion and inspiration.
A Nobel Prize–winning cancer biologist, leader of major scientific institutions, and scientific adviser to President Obama reflects on his remarkable career. A PhD candidate in English literature at Harvard University, Harold Varmus discovered he was drawn instead to medicine and eventually found himself at the forefront of cancer research at the University of California, San Francisco. In this “timely memoir of a remarkable career” (American Scientist), Varmus considers a life’s work that thus far includes not only the groundbreaking research that won him a Nobel Prize but also six years as the director of the National Institutes of Health; his current position as the president of the Memorial Sloan-Kettering Cancer Center; and his important, continuing work as scientific adviser to President Obama. From this truly unique perspective, Varmus shares his experiences from the trenches of politicized battlegrounds ranging from budget fights to stem cell research, global health to science publishing.
A part of the new Teaching Medicine Series, this new title focuses on the theory and practice of teaching medicine
From the Pulitzer Prize-winning author of Children of Crisis, a profound examination of how listening to stories promotes learning and self-discovery. As a professor emeritus at Harvard University, a renowned child psychiatrist, and the author of more than forty books, including The Moral Intelligence of Children, Robert Coles knows better than anyone the transformative power of learning and literature on young minds. In this “persuasive” book (The New York Times Book Review), Coles convenes a virtual symposium of college, law, and medical school students to explore the phenomenon of storytelling as a source of values and character. Here are transcriptions of classroom conversations in which Coles and his students discuss the impact of particular works of literature on their moral development. Here also are Coles’s intimate personal reflections on his experiences in the civil rights movement, his child psychiatry practice, and his interactions with his own literary mentors including William Carlos Williams and L.E. Sissman. The life lessons learned from these stories are of special resonance to doctors and teachers looking to apply them in classroom and clinical environments. The rare public intellectual to be honored with a MacArthur Award, a Presidential Medal of Freedom, and a National Humanities Medal, Robert Coles is a true national treasure, and The Call of Stories is, in the words of National Book Award winner Walker Percy, “Coles at his wisest and best.”
This book and its companion, Skills for Communicating with Patients, Second Edition, provide a comprehensive approach to improving communication in medicine. Fully updated and revised, and greatly expanded, this new edition examines how to construct a skills curricular at all levels of medical education and across specialties, documents the individuals skills that form the core content of communication skills teaching programmes, and explores in depth the specific teaching, learning and assessment methods that are currently used within medical education. Since their publication, the first edition of this book and its companionSkills for Communicating with Patients, have become standards texts in teaching communication skills throughout the world, 'the first entirely evidence-based textbooks on medical interviewing. It is essential reading for course organizers, those who teach or model communication skills, and program administrators.
Perfect for new teachers in undergraduate, postgraduate, or continuing education, as well as more experienced educators who want to assess, improve, and gain new perspectives on teaching and learning, Essential Skills for a Medical Teacher is a useful, easy-to-read professional resource. This book offers a concise introduction to the field of medical education, with key coverage of educational models and theory that can help inform teaching practice. Clear illustrations and practical tips throughout make it an excellent starting point for those new to the field of medical education or who want to facilitate more effective learning for their students or trainees. - Provides hints drawn from practical experience that help you create powerful learning opportunities for your students, with readable guidelines and new techniques that can be adopted for use in any teaching program. - Includes new coverage of "just-in-time" learning, entrustable professional activities, steps on introducing outcome/competency-based education, selecting a teaching method, programmatic assessment, self-assessment, the student and patient as partners in the education process, the changing role of the teacher, bringing about change, and the future of medical education. - Covers recent developments in our understanding of the relationship between learning and technology, as well as curriculum planning and curriculum mapping. - Offers practical advice from leading international expert Professor Ronald Harden and co-author Jennifer Laidlaw, who has designed and taught many courses for medical teachers. - Prompts you to reflect on your own performance as an educator, as well as analyze with colleagues the different ways that your work can be approached and how your students' or trainees' learning can be made more effective.
"A clear and straightforward discussion of the ways in which literatures and their comparative study must depend upon the problematics of interpersonal and other relations. . . . This study will prove as useful as it is wide-ranging, and indeed, comparative in the good sense."--Mary Ann Caws, Graduate School, City University of New York "Here is a comparatist working at the peak of his powers. . . . Weinstein moves easily from Goethe and Flaubert to Kafka or Joyce or Boris Vian. Locating fictions of relationship `at the heart of both literary criticism and human affairs' and acknowledging his own `distinctly humanistic' concerns, Weinstein writes in an urgent tone and eloquent voice, inflecting the theme of `relationship' in every way: in its surrender to the erotic, its frenzied drive for control of the Other, in its ability to confer identity or eclipse difference. . . . When he couples texts (e.g., William Burrough's Naked Lunch and C. de Laclos's Les liaisons dangereuses), he takes risks that bear brilliant fruit. Exploring famous texts and relatively unknown ones, Weinstein infuses the traditional study of fiction with new energy."--Choice Originally published in 1988. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.