Show simple item record

dc.contributor.authorBrooks, L
dc.contributor.authorCollett, Tracey
dc.contributor.authorForrest, S
dc.date.accessioned2017-03-06T16:55:25Z
dc.date.available2017-03-06T16:55:25Z
dc.date.issued2016-12-16
dc.identifier.issn2312-7996
dc.identifier.issn2312-7996
dc.identifier.urihttp://hdl.handle.net/10026.1/8592
dc.description.abstract

Based on a review of the literature pertaining to sociology teaching in medical education, this paper asks why does the problem of relevance with regards to sociology teaching in medical education still persist? And is there any change in sight?

The literature suggests that epistemological understandings of medicine as represented by the biomedical model are deeply entrenched with far reaching consequences for sociology teaching. Notions of the social components of medicine as ‘irrelevant’ or ‘common sense’ have over time been reinforced by students’ expectations of medicine on entering medical education; by the attitudes of clinical and biomedical staff members who can act as negative role models and by institutional barriers including the organization of curricula content, decisions about ‘who teaches what’, timetabling and assessment.

Changing such deeply ingrained practices may be an insurmountable task for educators working alone in individual medical schools. However, pedagogical changes emphasizing ‘integration’ and a growing understanding within medicine and higher education of alternative epistemologies predicated on social paradigms, means that increasingly, persons from different disciplinary and professional backgrounds share similar understandings about the complexities of medical care.

As associated ideas filter into medical education new opportunities are arising to challenge collectively the structural forces at play which in turn could lead to a major shift in medical students’ thinking. If sociologists are to have a role in guiding the transmission of sociological ideas about health and illness it is crucial to understand and take part in these developments.

dc.format.extent156-156
dc.languageen
dc.language.isoen
dc.publisherF1000 Research Ltd
dc.subjectSociology, Medical Education
dc.titleIt’s just common sense! Why do negative perceptions of sociology teaching in medical education persist and is there any change in sight?
dc.typejournal-article
dc.typePreprint
plymouth.volume5
plymouth.publication-statusPublished
plymouth.journalMedEdPublish
dc.identifier.doi10.15694/mep.2016.000156
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/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.identifier.eissn2312-7996
dc.rights.embargoperiodNo embargo
rioxxterms.versionofrecord10.15694/mep.2016.000156
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.typeJournal Article/Review


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV