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Teaching, digression, and implicit curriculum
1Weill Cornell Medical College, New York, New York, USA. clbardes@med.cornell.edu
Teaching and Learning in Medicine
|August 6, 2004
Summary
This study introduces "teaching by digression," a method linking core biomedical education with discussions on medicine's historical, cultural, and societal contexts. It aims to broaden medical instruction by exploring neglected areas like values and assumptions.
Area of Science:
- Medical Education
- Sociology of Medicine
- History of Medicine
Background:
- Current medical education often overlooks the historical, cultural, and societal factors influencing medicine.
- These determinants are crucial for a comprehensive understanding of medical practice.
Purpose of the Study:
- To present a novel pedagogical approach for medical training.
- To integrate the contextual and societal aspects of medicine into mainstream biomedical learning.
Main Methods:
- The proposed method involves linking standard biomedical curriculum with 'digressions.'
- These digressions serve as a platform for exploring the broader contexts of medical practice.
Main Results:
- This approach facilitates learning core clinical science alongside critical examination of medical values, habits, and history.
- It helps students recognize modern biomedicine as a socially and historically conditioned system.
Conclusions:
- Teaching by digression effectively broadens medical instruction by addressing neglected contextual elements.
- This method enhances students' understanding of medicine's complex, conditioned nature.