How medical students in the United Kingdom think: About anthropology, for example

Book chapter


Dikomitis, L. 2021. How medical students in the United Kingdom think: About anthropology, for example. in: Martinez, I. and Wiedman, D. W. (ed.) Anthropology in Medical Education: Sustaining Engagement and Impact Cham Springer. pp. 91-113
AuthorsDikomitis, L.
EditorsMartinez, I. and Wiedman, D. W.
Abstract

This chapter is based on long-term ethnographic fieldwork in two UK (United Kingdom) medical schools exploring perceptions and understandings around social sciences, in particular anthropology, as applied to medical education. My main contention is that it is paramount that all stakeholders (students, educators, professional regulators) accept that medical education itself is a social construct and does not exist independently of social conventions. What is selected from a possible range of things to be studied during medical education, reflects a hierarchy of disciplinary knowledge and an understanding of what is worthy of focussed attention. Far from being objective, what medical students consider ‘facts’ to be studied, is a selection educators made. What social science has to offer is often perceived as ‘common sense’, but ‘common sense’ is not enough to understand society and to see the relationship between individual lives and the effects of larger social forces. Our medical graduates should be able to conceptualize the personal problems they encounter in clinical practice as part of wider societal processes. They should be able to understand that the personal is social. It is therefore time that medical education takes the hidden curriculum with regards to social science, and in particular anthropology, seriously.

KeywordsSocial science; Critical incident; Ethnography; Hidden curriculum; Disciplinary knowledge
Page range91-113
Year2021
Book titleAnthropology in Medical Education: Sustaining Engagement and Impact
PublisherSpringer
Output statusPublished
Place of publicationCham
ISBN9783030622770
Publication dates
Online05 Mar 2021
Publication process dates
Deposited02 May 2023
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-62277-0_5
Official URLhttps://link.springer.com/chapter/10.1007/978-3-030-62277-0_5
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