Doors Sam Guglani is a consultant oncologist. He is Director and Curator of Medicine Unboxed: a project that engages the public with health professionals in debate around medicine, illuminated through the arts and humanities. He is a writer of poetry and short fiction.

2017 ◽  
Keyword(s):  
Short Fiction ◽  
Health Professionals ◽  
The Public ◽  
Arts And Humanities ◽  
The Arts

scholarly journals Branches from the same tree: The case for integration in higher education

2019 ◽  
Vol 116 (6) ◽  
pp. 1865-1869 ◽  
Author(s):  
David Skorton
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Albert Einstein ◽  
The United States ◽  
The Public ◽  
Arts And Humanities ◽  
Science Technology ◽  
The Arts ◽  
Integration Of Disciplines ◽  
And Mathematics

The nature of work is changing rapidly in the digital age, increasing the demand for skills in specific disciplines. Across the United States and beyond, this evolution has led to an increased emphasis on science, technology, engineering, and mathematics (STEM) education at every level. Meanwhile, at US institutions of higher education, the proportion of undergraduate students who earn a degree in the humanities is declining. However, while the public discussion often pits the disciplines against one another, the sciences, arts, and humanities are—as Albert Einstein once wrote—“branches of the same tree” [(2006)The Einstein Reader]. They are mutually reinforcing. Therefore, the best way to prepare the next generation for the future of work, life, and citizenship is to provide broad, holistic educational experiences that integrate the STEM disciplines with the arts and humanities. A new study from the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine bolsters the case for such an approach, finding considerable evidence that the mutual integration of disciplines leads to improved educational and career outcomes for undergraduate and graduate students.

Narrative medicine: Re-engaging and re-energizing ourselves through story

2020 ◽  
Vol 55 (5) ◽  
pp. 321-330
Author(s):  
Andre F Lijoi ◽  
Ana D Tovar
Keyword(s):  
Family Medicine ◽  
Health Professionals ◽  
Professional Growth ◽  
Behavioral Science ◽  
Narrative Medicine ◽  
Interdisciplinary Teams ◽  
Allied Health Professionals ◽  
Arts And Humanities ◽  
The Arts ◽  
Original Motivation

Physicians and other allied health professionals have many distractions from their work and from original motivations to become health caring professionals. Activities that detract from making meaningful connection with patients result in high levels of work dissatisfaction and burnout even at early stages of career or training. Narrative Medicine provides an antidote to these influences. It is an experiential discipline that draws on the Arts and Humanities, connects health professionals to their original motivation to care, cultivates the ability to engage patients and stimulates professional growth. When practiced with interdisciplinary teams, commonalities and mutual purpose are highlighted, promoting group cohesion and appreciation. The practice of this discipline and development of narrative competence relates closely to the advancement along numerous milestones, particularly Patient Care, Interpersonal and Communication Skills, and Professionalism. This article describes an experiential and didactic workshop presented at the 2019 Forum for Behavioral Science in Family Medicine which outlined a Narrative Medicine curriculum as taught at a community hospital Family Medicine residency. The curriculum is aimed at promoting residents’ professional development, personal wellbeing, and capacity to engage patients.

scholarly journals On the arts and humanities in medical education

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Danielle G. Rabinowitz
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Medical Training ◽  
Historical Context ◽  
The Public ◽  
Arts And Humanities ◽  
The Arts ◽  
Concomitant Reduction ◽  
Flexner Report ◽  
The Cost

AbstractThis paper aims to position the birth of the Medical Humanities movement in a greater historical context of twentieth century American medical education and to paint a picture of the current landscape of the Medical Humanities in medical training. It first sheds light on the model of medical education put forth by Abraham Flexner through the publishing of the 1910 Flexner Report, which set the stage for defining physicians as experimentalists and rooting the profession in research institutions. While this paved the way for medical advancements, it came at the cost of producing a patriarchal approach to medical practice. By the late 1960s, the public persona of the profession was thus devoid of humanism. This catalyzed the birth of the Medical Humanities movement that helped lay the framework for what has perpetuated as the ongoing incorporation of humanistic subjects into medical training. As we enter a time in medicine in which rates of burnout are ever-increasing and there are growing concerns about a concomitant reduction in empathy among trainees, the need for instilling humanism remains important. We must consequently continue to consider how to ensure the place of the Medical Humanities in medical education moving forward.

scholarly journals Enchanted Community

2018 ◽  
Vol 6 (1) ◽  
pp. 44-88
Author(s):  
Alice Anne Eden
Keyword(s):  
Community Art ◽  
Historical Scholarship ◽  
The Public ◽  
Arts And Humanities ◽  
Innovative Methods ◽  
The Arts ◽  
Collaborative Art ◽  
Collaborative Working ◽  
Art Activities ◽  
Key Aspects

This article is a scholarly reflection on a recent collaborative art project entitled Enchanted Community, which took place in Coventry and Leamington, 1 May - 31 July 2017. The project sought to communicate art historical scholarship to the wider community through innovative methods: using art and craft activities combined with education, inter-disciplinary framing and collaborative working. Experiences of communicating art historical research and engaging the public with regard to the themes of art and enchantment were both rewarding and surprising. The article summarises the key aspects of the project: its events, outcomes, challenges and successes including outputs and feedback statements from attendees. The article is framed by a number of scholarly perspectives. I survey historical ideas of art and enchantment which inspired the project. I also consider academic debates concerning outreach, public engagement, community art activities and impact through the arts and humanities. The project provided the opportunity to reflect on these areas of historical scholarship alongside methodological issues while developing pathways and contacts for further activities.

scholarly journals Accessible paratext: actively engaging (with) D/deaf audiences

2020 ◽  
Vol 06 (01) ◽  
pp. 203-219
Author(s):  
Pierre Alexis Mével
Keyword(s):  
United Kingdom ◽  
Sign Language ◽  
Research Council ◽  
Crucial Point ◽  
The Public ◽  
Arts And Humanities ◽  
The Arts ◽  
Semiotic Systems ◽  
Theatrical Performances ◽  
Video Material

This article examines the importance of paratext – theoretically and practically – in getting D/deaf audiences to engage with theatrical performances. Our notion of ‘accessible paratext’ necessarily involves multimodal forms of translation, and intersemiotic interactions, to provide a crucial point of access for D/deaf members of the public who often feel that theatrical performances are ‘not for them.’ The article focuses on intersemiotic multimedial translation in the form of creative captions for the theatre and, more specifically, for paratextual video material created as part of a project funded by the Arts and Humanities Research Council (United Kingdom) to showcase integrated captions in live performances. The widespread perception that the theatre is not for D/deaf audiences appears to be driven by several factors, including the fact that many members of the D/deaf community have neither heard of nor seen integrated theatre and because access to integrated performances is not forthcoming. Information about such performances, in the form of what we here define as paratext, either does not exist or is not communicated in a way that makes the accessible nature of the performances tangible to members of the D/deaf audience. We demonstrate the extent to which several semiotic systems (sign language, spoken words, and written captions) interacting on the stage or a screen can provide a much-needed gateway to theatrical performances, bringing marginalized audiences back to the theatre and improving the shows’ accessibility.

“Tradition,” Vernacularism, and Learning to Be a Folk Musician With Social Media

2020 ◽  
pp. 442-466
Author(s):  
Simon Keegan-Phipps ◽  
Lucy Wright
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Case Studies ◽  
Folk Music ◽  
Learning Mechanisms ◽  
Media Technologies ◽  
Arts And Humanities ◽  
The Arts ◽  
The Social ◽  
Social Shaping

This chapter considers the role of social media (broadly conceived) in the learning experiences of folk musicians in the Anglophone West. The chapter draws on the findings of the Digital Folk project, funded by the Arts and Humanities Research Council (UK), and begins by summarizing and problematizing the nature of learning as a concept in the folk music context. It briefly explicates the instructive, appropriative, and locative impacts of digital media for folk music learning before exploring in detail two case studies of folk-oriented social media: (1) the phenomenon of abc notation as a transmissive media and (2) the Mudcat Café website as an example of the folk-oriented discussion forum. These case studies are shown to exemplify and illuminate the constructs of traditional transmission and vernacularism as significant influences on the social shaping and deployment of folk-related media technologies. The chapter concludes by reflecting on the need to understand the musical learning process as a culturally performative act and to recognize online learning mechanisms as sites for the (re)negotiation of musical, cultural, local, and personal identities.

Men's perception and understanding of male-factor infertility in the UK

2021 ◽  
Vol 30 (9) ◽  
pp. S8-S16
Author(s):  
Eleanor L Stevenson ◽  
Cheng Ching-Yu ◽  
Chang Chia-Hao ◽  
Kevin R McEleny
Keyword(s):  
Public Health ◽  
Emotional Support ◽  
Health Professionals ◽  
Male Fertility ◽  
Public Knowledge ◽  
Evidence Based ◽  
Male Factor Infertility ◽  
Male Factor ◽  
The Public ◽  
The Uk

Male-factor infertility is a common but stigmatised issue, and men often do not receive the emotional support and the information they need. This study sought to understand awareness of male fertility issues compared to female fertility among the UK general male public, and also what were perceived as being the optimum methods for providing support for affected men, emotionally and through information. Men feel that male infertility is not discussed by the public as much as female infertility. Lifestyle issues that affect male fertility are not well understood, and men affected by infertility desire more support, including online, from health professionals and through peer support. Health professionals, including those in public health, could offer evidence-based programmes to reduce stigma and increase public knowledge about infertility, as well as offer emotional support to men with infertility problems.

scholarly journals Regulating health professional scopes of practice: comparing institutional arrangements and approaches in the US, Canada, Australia and the UK

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Kathleen Leslie ◽  
Jean Moore ◽  
Chris Robertson ◽  
Douglas Bilton ◽  
Kristine Hirschkorn ◽  
...  
Keyword(s):  
Health Professional ◽  
Health Professionals ◽  
Swot Analysis ◽  
Institutional Arrangements ◽  
Scope Of Practice ◽  
Comparative Case Study ◽  
Specific Reference ◽  
The Public ◽  
The Us ◽  
The Uk

Abstract Background Fundamentally, the goal of health professional regulatory regimes is to ensure the highest quality of care to the public. Part of that task is to control what health professionals do, or their scope of practice. Ideally, this involves the application of evidence-based professional standards of practice to the tasks for which health professional have received training. There are different jurisdictional approaches to achieving these goals. Methods Using a comparative case study approach and similar systems policy analysis design, we present and discuss four different regulatory approaches from the US, Canada, Australia and the UK. For each case, we highlight the jurisdictional differences in how these countries regulate health professional scopes of practice in the interest of the public. Our comparative Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis is based on archival research carried out by the authors wherein we describe the evolution of the institutional arrangements for form of regulatory approach, with specific reference to scope of practice. Results/conclusions Our comparative examination finds that the different regulatory approaches in these countries have emerged in response to similar challenges. In some cases, ‘tasks’ or ‘activities’ are the basis of regulation, whereas in other contexts protected ‘titles’ are regulated, and in some cases both. From our results and the jurisdiction-specific SWOT analyses, we have conceptualized a synthesized table of leading practices related to regulating scopes of practice mapped to specific regulatory principles. We discuss the implications for how these different approaches achieve positive outcomes for the public, but also for health professionals and the system more broadly in terms of workforce optimization.

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