The Rhetoric of Health and Medicine has only begun to intervene in health pedagogy. In contrast, the Medical Humanities has spearheaded curriculum to address dehumanizing trends in medicine. This article argues that rhetorical scholars can align with Medical Humanities' initiatives and also uniquely contribute to health curriculum. Drawing on the author's research on clinical simulation, the article discusses rhetorical methodologies, genre theory, and critical lenses as areas for pedagogical collaboration between rhetoricians and health practitioners.
This article examines the rhetorical consequences of foregrounding female scientists' materials through an analysis of seven news articles on Dr. Carla Pugh, a surgeon who designs medical patient simulators. Journalists foreground Pugh's materials by positioning her as both "MacGyver," creatively assembling simulators from everyday objects, and "Dr. Ruth," willingly discussing intimate parts. These positions avoid focusing on Pugh's personal life or body, but still ultimately gender her and her work. The MacGyver position associates Pugh with gendered activities, objects, and spaces while undermining her affiliation with the technical aspects of design. Meanwhile, the Dr. Ruth position implies Pugh's knowledge comes from inherent bodily expertise, making certain scientific fields appear more natural for women.
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