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Embracing ambiguity: Curriculum design and activity theory
1Department of Health Sciences, Peninsula Medical School, University of Plymouth, Penzance, UK.
Medical Teacher
|July 28, 2020
Summary
This study introduces a novel medical school curriculum emphasizing medical humanities and patient-centered communication. It utilized Cultural-historical Activity Theory (CHAT) to foster innovation and agentic change in medical education.
Area of Science:
- Medical Education
- Pedagogical Innovation
- Curriculum Design
Background:
- The 1990s saw significant pedagogical shifts in UK medical education.
- Peninsula medical school, established in 2002, embraced these innovative approaches.
- Integrating medical humanities was a key strategy for rethinking medical practice.
Purpose of the Study:
- To reconceptualize curriculum purposes using Cultural-historical Activity Theory (CHAT).
- To enhance medical student communication skills with patients and colleagues.
- To empower students as agents of change and innovation in medicine.
Main Methods:
- Applied Cultural-historical Activity Theory (CHAT) as a theoretical framework.
- Focused on understanding patient needs ('what do patients want?').
- Adopted a 'possibility knowledge' framework prioritizing dialogue over a 'will-to-stability'.
Main Results:
- The curriculum design prioritized dialogue and innovation.
- Three core aims were pursued: democratic habits, a "towards the feminine" approach, and tender-mindedness.
- This approach aimed to foster a more adaptable and responsive medical profession.
Conclusions:
- Curriculum innovation can effectively integrate medical humanities.
- CHAT provides a robust model for re-evaluating educational purposes.
- Fostering dialogue and adaptability is crucial for advancing medical practice and innovation.
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