Applied Philosophy for Health Professions Education

Megan Elizabeth Lincoln Brown is a doctor turned academic, currently working as a senior lecturer in medical education at the University of Buckingham, and teaching fellow in medical education research at Imperial College London. She is shortly due to defend her PhD in Medical Education at Hull York Medical School. Her research interests include innovate educational strategies (such as Longitudinal Integrated Clerkships), professional identity, qualitative research methods, and philosophical theory. Through her study of educational strategy, and work as an online learning content developer, a large focus of her work has been on ‘what works’ practically within medical education. Gabrielle Maria Finn is Professor of Medical Education and Vice Dean for Teaching, Learning and Students within the Faculty of Biology, Medicine and Health at the University of Manchester. She was the founding director of the Health Professions Education Unit (HPEU) at the Hull York Medical School, which has facilitated and provided leadership for many issues related to innovation in learning, teaching and research. Her areas of interest include anatomy pedagogy, identity formation, medical student selection, assessment and medical professionalism. She has a special interest in the use of anatomical body painting within medical education and public engagement. Mario Veen is Assistant Professor Educational Research at Erasmus MC, interested in correspondences between philosophy and medical education. He has a PhD in discursive psychology and technology assessment and an interdisciplinary background in philosophy, social science and the humanities. Mario is action editor for the Philosophy in Medical Education series of the journal Teaching & Learning in Medicine. He hosts the podcasts Let Me Ask You Something and Life From Plato’s Cave.

• Chapter 1. Introduction: Philosophy as Praxis.- Chapter 2. The philosophy of science: an overview.- Chapter 3. The philosophy of social science: tensions between individualism and holism.- Chapter 4. Ontology: What is it to be human?.- Chapter 5. The philosophy of education: an overview.- Chapter 6. The philosophy of education: Biesta, the non-medical model, and ‘person-making’.- Chapter 7. The philosophy of education: Freire’s critical pedagogy.- Chapter 8. Philosophical feminism.- Chapter 9. Philosophical pedagogy: how philosophy can help us understand innovations.- Chapter 10. The Serious Healer: Developing an ethic of ambiguity within health professions education.- Chapter 11. The demise of practical wisdom within health professions education: is the hidden curriculum to blame?.-Chapter 12. Working against the clock.- Chapter 13. The philosophy of artificial intelligence: Applications for machine learning in regard to selection within health professions education.- Chapter 14. The philosophy of social justice: lessons for widening access and participation within health professions education.- Chapter 15. Towards an ethic of caring within health professions education.- Chapter 16. The role of the body within health professions education.- Chapter 17. Grave Gazing: Becoming comfortable with mortality.- Chapter 18. Can philosophy humanise medicine?.- Chapter 19. The application of Stoicism to health professions education.- Chapter 20. Reconnecting Western Mindfulness with its Eastern Philosophical Roots.- Chapter 21. Social media and philosophical concerns regarding health professions’ identity.- Chapter 22. Assessment philosophy.- Chapter 23. Concluding remarks.