Professionalism in Medicine: Critical Perspectives casts a careful, and at times wary, eye on a dominant force in contemporary academic medicine that appears to have been accepted as an absolute good. Calls for developing, increasing, or maintaining professionalism—not to mention the current obsession with evaluating or assessing it—appear with regularity in medical journals and conference programs of all stripes. The resultant literature has defined, organized, contained, and made seemingly immutable a group of attitudes and behaviors subsumed under the label "professional" or ''professionalism" (Wear & Kuczewski, 2004). Moreover, the fixation with assessment has become a new steering mechanism that is reductionistic when it shapes the total range of possible and thinkable dimensions of professionalism. The richness, complexity, and contradictions of professionalism in medicine are being flattened into categorical attitudes or behaviors that evaluators (whose professionalism is rarely assessed) can check. As Mark Kuczewski, one of the contributors to this volume, observes, "Valuing and evaluating professionalism seem to have become equated. " This preoccupation with assessment is not indigenous to medical education. It is arising and taking hold of many institutions as new principles—indeed, mandates—of scrutiny and examination become acceptable, if not desirable, cultural practices. In their incisive work on audit cultures in higher education. Shore and Wright (2000) argue that coercive practices of accountability sometimes sound eerily like moves toward "exhibiting" professionalism whereby "every individual is made acutely aware that [his] conduct and performance is under constant scrutiny" (p. 77).

Professionalism in Medicine: Critical Perspectives casts a careful, and at times wary, eye on a dominant force in contemporary academic medicine that appears to have been accepted as an absolute good. Calls for developing, increasing, or maintaining professionalism—not to mention the current obsession with evaluating or assessing it—appear with regularity in medical journals and conference programs of all stripes. The resultant literature has defined, organized, contained, and made seemingly immutable a group of attitudes and behaviors subsumed under the label "professional" or ''''professionalism" (Wear & Kuczewski, 2004). Moreover, the fixation with assessment has become a new steering mechanism that is reductionistic when it shapes the total range of possible and thinkable dimensions of professionalism. The richness, complexity, and contradictions of professionalism in medicine are being flattened into categorical attitudes or behaviors that evaluators (whose professionalism is rarely assessed) can check. As Mark Kuczewski, one of the contributors to this volume, observes, "Valuing and evaluating professionalism seem to have become equated. " This preoccupation with assessment is not indigenous to medical education. It is arising and taking hold of many institutions as new principles—indeed, mandates—of scrutiny and examination become acceptable, if not desirable, cultural practices. In their incisive work on audit cultures in higher education. Shore and Wright (2000) argue that coercive practices of accountability sometimes sound eerily like moves toward "exhibiting" professionalism whereby "every individual is made acutely aware that [his] conduct and performance is under constant scrutiny" (p. 77).

The Center of the Web examines the complexities of how solitude is perceived by women. Each contributor describes how solitude is a dimension of her personal and public life: how she defines it, if and how she seeks it, where she finds it, and how it influences her life. The voices in the book come from varied vantage points, illuminating women's perspectives of solitude with regard to class, culture, race, and sexual identity. Some essays are grounded in philosophy, literature, or psychology, others are autobiographical, and some confront the seeming dichotomy of solitude on one hand, and care, connection, and responsibility on the other. With the contemporary focus on women's experiences grounded in context and connection to others, this book presents a perspective often overlooked or unexamined.

An anthology of personal narratives reflecting the issues confronting women in the medical academy today, including sexual harassment, equity issues, and maternity leave policies.Women in Medical Education combines personal narratives written by sixteen women medical educators who, as clinicians, basic scientists, administrators, and medical humanities faculty, write of their experiences with students, patients, colleagues, and administrators. Their narratives reflect the issues confronting women in the medical academy today, including working in situations where power relations are embedded and enacted daily in the ethos of the institution; where rigid disciplinary boundaries do not include or invite inquiry into gender, race, ethnicity, or class; where integrating one's personal and work life often seems overwhelming. Yet their stories reflect the success and recognition that women in academic medicine have achieved.The book includes essays written by Beth Alexander, Janet Bickel, Dale G. Blackstock, Kate H. Brown, Lucy M. Candib, Pamela Charney, Frances Conley, Leah J. Dickstein, Jacalyn Duffin, Deborah Jones, Perri Klass, Mary Mahowald, Marian Gray Secundy, Marjorie S. Sirridge, Rebekah Wang-Cheng, and the editor.

Over the past forty years, the health humanities, previously called the medical humanities, has emerged as one of the most exciting fields for interdisciplinary scholarship, advancing humanistic inquiry into bioethics, human rights, health care, and the uses of technology. It has also helped inspire medical practitioners to engage in deeper reflection about the human elements of their practice.In Health Humanities Reader, editors Therese Jones, Delese Wear, and Lester D. Friedman have assembled fifty-four leading scholars, educators, artists, and clinicians to survey the rich body of work that has already emerged from the field—and to imagine fresh approaches to the health humanities in these original essays. The collection's contributors reflect the extraordinary diversity of the field, including scholars from the disciplines of disability studies, history, literature, nursing, religion, narrative medicine, philosophy, bioethics, medicine, and the social sciences. With warmth and humor, critical acumen and ethical insight, Health Humanities Reader truly humanizes the field of medicine. Its accessible language and broad scope offers something for everyone from the experienced medical professional to a reader interested in health and illness.

Professionalism in Medicine: Critical Perspectives casts a careful, and at times wary, eye on a dominant force in contemporary academic medicine that appears to have been accepted as an absolute good. Calls for developing, increasing, or maintaining professionalism—not to mention the current obsession with evaluating or assessing it—appear with regularity in medical journals and conference programs of all stripes. The resultant literature has defined, organized, contained, and made seemingly immutable a group of attitudes and behaviors subsumed under the label "professional" or ''professionalism" (Wear & Kuczewski, 2004). Moreover, the fixation with assessment has become a new steering mechanism that is reductionistic when it shapes the total range of possible and thinkable dimensions of professionalism. The richness, complexity, and contradictions of professionalism in medicine are being flattened into categorical attitudes or behaviors that evaluators (whose professionalism is rarely assessed) can check. As Mark Kuczewski, one of the contributors to this volume, observes, "Valuing and evaluating professionalism seem to have become equated. " This preoccupation with assessment is not indigenous to medical education. It is arising and taking hold of many institutions as new principles—indeed, mandates—of scrutiny and examination become acceptable, if not desirable, cultural practices. In their incisive work on audit cultures in higher education. Shore and Wright (2000) argue that coercive practices of accountability sometimes sound eerily like moves toward "exhibiting" professionalism whereby "every individual is made acutely aware that [his] conduct and performance is under constant scrutiny" (p. 77).

In their desire to improve medical professionalism within the world of academic medicine, editors Delese Wear and Janet Bickel have assembled thirteen thought provoking essays that elucidate the many facets of teaching, valuing, and maintaining medical professionalism in the middle of the myriad challenges facing medicine at the dawn of the twenty-first century.The collection traces how the values of altruism and service influence not only mission statements and admission policies but also the content of medical school ethics courses, student-led task forces, and mentoring programs, along with larger environmental issues in medical schools and the communities they serve.

This book shows how imaginative literature brings women's medical experiences back to lived moments in living bodies, where readers can, perhaps, better understand what it feels like to be someone else. The authors provide four sections that discuss birth, abortion, miscarriage, and fertility; breast cancer; middle age, menopause, and hysterectomy; and aging. While the focus is on twentieth-century North American women, a particular emphasis is placed on the diversity of women's experiences within that time and culture.

An anthology of personal narratives reflecting the issues confronting women in the medical academy today, including sexual harassment, equity issues, and maternity leave policies.Women in Medical Education combines personal narratives written by sixteen women medical educators who, as clinicians, basic scientists, administrators, and medical humanities faculty, write of their experiences with students, patients, colleagues, and administrators. Their narratives reflect the issues confronting women in the medical academy today, including working in situations where power relations are embedded and enacted daily in the ethos of the institution; where rigid disciplinary boundaries do not include or invite inquiry into gender, race, ethnicity, or class; where integrating one's personal and work life often seems overwhelming. Yet their stories reflect the success and recognition that women in academic medicine have achieved.The book includes essays written by Beth Alexander, Janet Bickel, Dale G. Blackstock, Kate H. Brown, Lucy M. Candib, Pamela Charney, Frances Conley, Leah J. Dickstein, Jacalyn Duffin, Deborah Jones, Perri Klass, Mary Mahowald, Marian Gray Secundy, Marjorie S. Sirridge, Rebekah Wang-Cheng, and the editor.

Three women educators from three different academic disciplines write their "takes" on a range of topics not usually found in curriculum studies.Triple Takes on Curricular Worlds is a groundbreaking exploration of curriculum studies that offers a new understanding of the "selves" educators bring to work. Three educators from three different disciplines write on issues not usually forefronted in curriculum studies: boundaries, disgrace, distance, fear, forgiveness, light, and mothers. Their gendered voices give new meaning to the idea of curriculum to include that which courses through their lives in the classroom, in the public sphere, and in their nighttime personas. Each writer demonstrates to what extent teaching must interact with living in the twenty-first century.Writing from the perspectives of medicine, elementary education, and literature, the authors examine what it is like to live and work in a multidisciplined, multilayered world. Their chapters, born out of their life experiences, critique the serious issues of our time-terrorism, technology, power, and privilege-hoping to stimulate readers to think about their own public and private selves.

Professionalism in Medicine: Critical Perspectives casts a careful, and at times wary, eye on a dominant force in contemporary academic medicine that appears to have been accepted as an absolute good. Calls for developing, increasing, or maintaining professionalism—not to mention the current obsession with evaluating or assessing it—appear with regularity in medical journals and conference programs of all stripes. The resultant literature has defined, organized, contained, and made seemingly immutable a group of attitudes and behaviors subsumed under the label "professional" or ''professionalism" (Wear & Kuczewski, 2004). Moreover, the fixation with assessment has become a new steering mechanism that is reductionistic when it shapes the total range of possible and thinkable dimensions of professionalism. The richness, complexity, and contradictions of professionalism in medicine are being flattened into categorical attitudes or behaviors that evaluators (whose professionalism is rarely assessed) can check. As Mark Kuczewski, one of the contributors to this volume, observes, "Valuing and evaluating professionalism seem to have become equated. " This preoccupation with assessment is not indigenous to medical education. It is arising and taking hold of many institutions as new principles—indeed, mandates—of scrutiny and examination become acceptable, if not desirable, cultural practices. In their incisive work on audit cultures in higher education. Shore and Wright (2000) argue that coercive practices of accountability sometimes sound eerily like moves toward "exhibiting" professionalism whereby "every individual is made acutely aware that [his] conduct and performance is under constant scrutiny" (p. 77).

Professionalism in Medicine: Critical Perspectives casts a careful, and at times wary, eye on a dominant force in contemporary academic medicine that appears to have been accepted as an absolute good. Calls for developing, increasing, or maintaining professionalism—not to mention the current obsession with evaluating or assessing it—appear with regularity in medical journals and conference programs of all stripes. The resultant literature has defined, organized, contained, and made seemingly immutable a group of attitudes and behaviors subsumed under the label "professional" or ''''professionalism" (Wear & Kuczewski, 2004). Moreover, the fixation with assessment has become a new steering mechanism that is reductionistic when it shapes the total range of possible and thinkable dimensions of professionalism. The richness, complexity, and contradictions of professionalism in medicine are being flattened into categorical attitudes or behaviors that evaluators (whose professionalism is rarely assessed) can check. As Mark Kuczewski, one of the contributors to this volume, observes, "Valuing and evaluating professionalism seem to have become equated. " This preoccupation with assessment is not indigenous to medical education. It is arising and taking hold of many institutions as new principles—indeed, mandates—of scrutiny and examination become acceptable, if not desirable, cultural practices. In their incisive work on audit cultures in higher education. Shore and Wright (2000) argue that coercive practices of accountability sometimes sound eerily like moves toward "exhibiting" professionalism whereby "every individual is made acutely aware that [his] conduct and performance is under constant scrutiny" (p. 77).

The Center of the Web examines the complexities of how solitude is perceived by women. Each contributor describes how solitude is a dimension of her personal and public life: how she defines it, if and how she seeks it, where she finds it, and how it influences her life. The voices in the book come from varied vantage points, illuminating women's perspectives of solitude with regard to class, culture, race, and sexual identity. Some essays are grounded in philosophy, literature, or psychology, others are autobiographical, and some confront the seeming dichotomy of solitude on one hand, and care, connection, and responsibility on the other. With the contemporary focus on women's experiences grounded in context and connection to others, this book presents a perspective often overlooked or unexamined.

An anthology of personal narratives reflecting the issues confronting women in the medical academy today, including sexual harassment, equity issues, and maternity leave policies.Women in Medical Education combines personal narratives written by sixteen women medical educators who, as clinicians, basic scientists, administrators, and medical humanities faculty, write of their experiences with students, patients, colleagues, and administrators. Their narratives reflect the issues confronting women in the medical academy today, including working in situations where power relations are embedded and enacted daily in the ethos of the institution; where rigid disciplinary boundaries do not include or invite inquiry into gender, race, ethnicity, or class; where integrating one's personal and work life often seems overwhelming. Yet their stories reflect the success and recognition that women in academic medicine have achieved.The book includes essays written by Beth Alexander, Janet Bickel, Dale G. Blackstock, Kate H. Brown, Lucy M. Candib, Pamela Charney, Frances Conley, Leah J. Dickstein, Jacalyn Duffin, Deborah Jones, Perri Klass, Mary Mahowald, Marian Gray Secundy, Marjorie S. Sirridge, Rebekah Wang-Cheng, and the editor.

Over the past forty years, the health humanities, previously called the medical humanities, has emerged as one of the most exciting fields for interdisciplinary scholarship, advancing humanistic inquiry into bioethics, human rights, health care, and the uses of technology. It has also helped inspire medical practitioners to engage in deeper reflection about the human elements of their practice.In Health Humanities Reader, editors Therese Jones, Delese Wear, and Lester D. Friedman have assembled fifty-four leading scholars, educators, artists, and clinicians to survey the rich body of work that has already emerged from the field—and to imagine fresh approaches to the health humanities in these original essays. The collection's contributors reflect the extraordinary diversity of the field, including scholars from the disciplines of disability studies, history, literature, nursing, religion, narrative medicine, philosophy, bioethics, medicine, and the social sciences. With warmth and humor, critical acumen and ethical insight, Health Humanities Reader truly humanizes the field of medicine. Its accessible language and broad scope offers something for everyone from the experienced medical professional to a reader interested in health and illness.

Professionalism in Medicine: Critical Perspectives casts a careful, and at times wary, eye on a dominant force in contemporary academic medicine that appears to have been accepted as an absolute good. Calls for developing, increasing, or maintaining professionalism—not to mention the current obsession with evaluating or assessing it—appear with regularity in medical journals and conference programs of all stripes. The resultant literature has defined, organized, contained, and made seemingly immutable a group of attitudes and behaviors subsumed under the label "professional" or ''professionalism" (Wear & Kuczewski, 2004). Moreover, the fixation with assessment has become a new steering mechanism that is reductionistic when it shapes the total range of possible and thinkable dimensions of professionalism. The richness, complexity, and contradictions of professionalism in medicine are being flattened into categorical attitudes or behaviors that evaluators (whose professionalism is rarely assessed) can check. As Mark Kuczewski, one of the contributors to this volume, observes, "Valuing and evaluating professionalism seem to have become equated. " This preoccupation with assessment is not indigenous to medical education. It is arising and taking hold of many institutions as new principles—indeed, mandates—of scrutiny and examination become acceptable, if not desirable, cultural practices. In their incisive work on audit cultures in higher education. Shore and Wright (2000) argue that coercive practices of accountability sometimes sound eerily like moves toward "exhibiting" professionalism whereby "every individual is made acutely aware that [his] conduct and performance is under constant scrutiny" (p. 77).

In their desire to improve medical professionalism within the world of academic medicine, editors Delese Wear and Janet Bickel have assembled thirteen thought provoking essays that elucidate the many facets of teaching, valuing, and maintaining medical professionalism in the middle of the myriad challenges facing medicine at the dawn of the twenty-first century.The collection traces how the values of altruism and service influence not only mission statements and admission policies but also the content of medical school ethics courses, student-led task forces, and mentoring programs, along with larger environmental issues in medical schools and the communities they serve.

This book shows how imaginative literature brings women's medical experiences back to lived moments in living bodies, where readers can, perhaps, better understand what it feels like to be someone else. The authors provide four sections that discuss birth, abortion, miscarriage, and fertility; breast cancer; middle age, menopause, and hysterectomy; and aging. While the focus is on twentieth-century North American women, a particular emphasis is placed on the diversity of women's experiences within that time and culture.

An anthology of personal narratives reflecting the issues confronting women in the medical academy today, including sexual harassment, equity issues, and maternity leave policies.Women in Medical Education combines personal narratives written by sixteen women medical educators who, as clinicians, basic scientists, administrators, and medical humanities faculty, write of their experiences with students, patients, colleagues, and administrators. Their narratives reflect the issues confronting women in the medical academy today, including working in situations where power relations are embedded and enacted daily in the ethos of the institution; where rigid disciplinary boundaries do not include or invite inquiry into gender, race, ethnicity, or class; where integrating one's personal and work life often seems overwhelming. Yet their stories reflect the success and recognition that women in academic medicine have achieved.The book includes essays written by Beth Alexander, Janet Bickel, Dale G. Blackstock, Kate H. Brown, Lucy M. Candib, Pamela Charney, Frances Conley, Leah J. Dickstein, Jacalyn Duffin, Deborah Jones, Perri Klass, Mary Mahowald, Marian Gray Secundy, Marjorie S. Sirridge, Rebekah Wang-Cheng, and the editor.

Three women educators from three different academic disciplines write their "takes" on a range of topics not usually found in curriculum studies.Triple Takes on Curricular Worlds is a groundbreaking exploration of curriculum studies that offers a new understanding of the "selves" educators bring to work. Three educators from three different disciplines write on issues not usually forefronted in curriculum studies: boundaries, disgrace, distance, fear, forgiveness, light, and mothers. Their gendered voices give new meaning to the idea of curriculum to include that which courses through their lives in the classroom, in the public sphere, and in their nighttime personas. Each writer demonstrates to what extent teaching must interact with living in the twenty-first century.Writing from the perspectives of medicine, elementary education, and literature, the authors examine what it is like to live and work in a multidisciplined, multilayered world. Their chapters, born out of their life experiences, critique the serious issues of our time-terrorism, technology, power, and privilege-hoping to stimulate readers to think about their own public and private selves.