Application of socialscience on cardiorespiratory specialist courses

Margereson, Carl

doi:10.1016/s0260-6917(97)80056-1

Nurse Education Today

1997

DOI: 10.1016/s0260-6917(97)80056-1

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Application of socialscience on cardiorespiratory specialist courses

Carl Margereson

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2001

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“…A lthough not clinicians, the instructors are, nevertheless, content experts in the structure and function of the human body. Likewise, content experts in social interaction, whether in clinical practice or not, can and should be tapped to teach content areas in the behavioral and social sciences ( Margereson, 1997 ). D r. E arle stressed that a paradigm shift is needed in health professional education.…”

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Sociology (and All the Behavioral Sciences) Have a Place in All the Health Professions: Commentary on ''Teaching Sociology within the Speech and Language Therapy Curriculum''

Snyder¹

2001

Education for Health: Change in Learning & Practice

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The manuscript by D r. Sarah E arle ( 2001 ) raises important points regarding the inclusion of sociology in the education of health professionals. The topic is relevant to training speech and language therapists, as she argues, and is pertinent to all health professions education.A s D r. E arle correctly points out, sociology ( and social sciences as a whole ) suffers as health professions education adopts a semantic conjunction approach. In this approach, content areas directly related to a chosen profession are the primary ( even exclusive ) focus. This specialty ( and sub-specialty ) approach to health professional education is problematic for two reasons. First, it tends to keep the curriculum static because faculty who are focused primarily on their own disciplines tend to advocate traditional content and instructional methodologies. Second, it excludes content areas such as sociology that have not traditionally been included in the curriculum, thus impeding the growth of scienti® c knowledge ( Leighton, 1994 ).The exclusion of sociology and the social sciences as a whole seems quizzical. Most professional schools have divisions and/or departments of behavioral science. The behavioral science divisions are usually staffed by counselors and social workers as well as by clinical psychologists. Such professionals' training is clinical. If the purposes of behavioral science divisions or departments are the study of human behavior and helping health professionals gain enhanced insight into the people for whom they are providing care, then the exclusion of sociologists, cultural anthropologists, economists, cultural geographers, and other social scientists seems inappropriate. It appears that the inclusion criteria for entry into such divisions or A ddress for correspondence: Clint W. Snyder, PhD , A ssistan t Professo r and A ssociat e R esidency D irector, D epartment of Family Medicine, Case Western R eserve U niversity, 10900 E uclid A venue, Cleveland , O H 44106-4950 , U SA.

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Sociology (and All the Behavioral Sciences) Have a Place in All the Health Professions: Commentary on ''Teaching Sociology within the Speech and Language Therapy Curriculum''

Snyder¹

2001

Education for Health: Change in Learning & Practice

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Application of socialscience on cardiorespiratory specialist courses

Cited by 1 publication

References 26 publications

Sociology (and All the Behavioral Sciences) Have a Place in All the Health Professions: Commentary on ''Teaching Sociology within the Speech and Language Therapy Curriculum''

Sociology (and All the Behavioral Sciences) Have a Place in All the Health Professions: Commentary on ''Teaching Sociology within the Speech and Language Therapy Curriculum''

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