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dc.contributor.authorTredinnick-Rowe, J
dc.date.accessioned2019-05-13T07:54:16Z
dc.date.available2019-05-13T07:54:16Z
dc.date.issued2018-12-31
dc.identifier.issn1406-4243
dc.identifier.issn1736-7409
dc.identifier.urihttp://hdl.handle.net/10026.1/13834
dc.description.abstract

<jats:p>This essay sets out to explain how educational semiotics as a discipline can be used to reform medical education and assessment. This is in response to an ongoing paradigm shift in medical education and assessment that seeks to integrate more qualitative, ethical and professional aspects of medicine into curricula, and develop ways to assess them. This paper suggests that a method to drive this paradigm change might be found in the Peircean idea of suprasubjectivity. This semiotic concept is rooted in the scholastic philosophy of John of St Thomas, but has been reintroduced to modern semiotics through the works of John Deely, Alin Olteanu and, most notably, Charles Sanders Peirce. I approach this task as both a medical educator and a semiotician. In this paper, I provide background information about medical education, paradigm shifts, and the concept of suprasubjectivity in relation to modern educational semiotic literature. I conclude by giving examples of what a suprasubjective approach to medical education and assessment might look like. I do this by drawing an equivalence between the notion of threshold concepts and suprasubjectivity, demonstrating the similarities between their positions. Fundamentally, medical education suffers from tensions of teaching trainee doctors the correct balance of biological science and situational ethics/ judgement. In the transcendence of mind-dependent and mind-independent being the scholastic philosophy of John of St Thomas may be exactly the solution medicine needs to overcome this dichotomy.</jats:p>

dc.format.extent491-516
dc.language.isoen
dc.publisherUniversity of Tartu
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rightsAttribution-NoDerivatives 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/
dc.subjectmedical education
dc.subjectmedical semiotics
dc.subjectsuprasubjectivity
dc.subjectcurriculum reform
dc.subjecteducation
dc.subjectassessment
dc.titleCan semiotics be used to drive paradigm changes in medical education?
dc.typejournal-article
dc.typeArticle
plymouth.issue4
plymouth.volume46
plymouth.publisher-urlhttp://dx.doi.org/10.12697/sss.2018.46.4.05
plymouth.publication-statusPublished online
plymouth.journalSign Systems Studies
dc.identifier.doi10.12697/sss.2018.46.4.05
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Health
plymouth.organisational-group/Plymouth/Faculty of Health/Peninsula Medical School
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/FoH - Community and Primary Care
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2018-01-01
dc.rights.embargodate2021-12-3
dc.identifier.eissn1736-7409
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.12697/sss.2018.46.4.05
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by-nd/4.0/
rioxxterms.licenseref.startdate2018-12-31
rioxxterms.typeJournal Article/Review


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