Sociology and Medical Education

Butler, Jordan

doi:10.1111/j.1467-954x.1969.tb01176.x

Cited by 7 publications

(4 citation statements)

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“…Being “old,” “stupid,” and “disabled” are stereotypes linked to the impact of hearing loss-related stigma associated with beliefs engendered several years ago (Doggett et al 1998; Wallhagen 2010; Hindhede 2012; David et al 2018). Research on ageism, defined as age-based discrimination, is extensive and consistently demonstrates deleterious consequences for older adults who internalize common social stereotypes, such as illness and frailty (Butler 1969; Palmore 2015). Recent studies have shown that the internalization of age-related stereotypes can interfere with the search for help and treatment adherence (Chrisler et al 2016).…”

Section: Discussionmentioning

confidence: 99%

The Self-Stigma of Hearing Loss in Adults and Older Adults: A Systematic Review

et al. 2023

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Objectives: Previous studies have demonstrated that individuals with hearing loss can internalize social stigmas, resulting in several self-perceived negative connotations, such as incompetence, cognitive impairment, and social disability. This systematic review aimed to investigate the impact of the social stigma associated with hearing loss on the self-stigma experienced by adults and older adults. Design: Combinations of words and appropriate truncations were selected and adjusted specifically for each electronic database. The Population, Exposure, Comparator, Outcomes, and Study Characteristics strategy was used to delimit the scope of the review, bearing in mind the importance of a well-formulated research question. Results: A total of 953 articles were retrieved from the final search of each database. Thirty-four studies were selected for full-text reading. Thirteen were excluded, and 21 studies were ultimately included in this review. The results of this review were divided into three themes: (1) impact of social stigmas on self-stigma, (2) effect of emotions on self-stigma, and (3) other factors that impact self-stigma. The themes were related to the relationship between the individual and social perceptions reported by the participants with respect to their hearing experiences. Conclusions: Our results suggest that the impact of social stigma associated with hearing loss on the self-stigma of adults and older adults is strongly associated with the effects of aging and hearing loss, which may lead to withdrawal, social segregation, and negative self-perception.

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Section: Discussionmentioning

confidence: 99%

The Self-Stigma of Hearing Loss in Adults and Older Adults: A Systematic Review

et al. 2023

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“…Whereas in the US medical sociologists warned against the dangers that might be posed by working too closely with the profession that they were studying (Freidson, 1970), in the UK, many leading sociologists welcomed the Todd report and its critical engagement with questions of content and the practice of teaching sociology in medical education (Butler, 1969). Margot Jeffreys (1969), a key figure in UK medical sociology, argued that teaching both the methods of sociological observation and analysis as well as the findings of sociological research were highly relevant to practicing doctors.…”

Section: The Connection Between Sociology and Medical Trainingmentioning

confidence: 99%

The history of sociology teaching in United Kingdom (UK) undergraduate medical education: an introduction and rallying call!

Collett¹,

Brooks²,

Forrest³

2016

MedEdPublish

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Based on a review of the literature, this article provides an introduction to the history of sociology teaching in UK undergraduate medical education. Aimed at an international community and at individuals either new to the field or with a general interest, our objectives are to situate sociology teaching in UK medical education within its broader historical and political setting, to highlight the work of past social science teachers, to draw attention to the modern day context and to ask: 'what now'? We are particularly interested in the changing role of the sociologist in teaching medical sociology. The behavioral and social sciences (BSS) were introduced to UK medical training in 1944, 34 years after the Flexner reforms (which although originating from the United States impacted significantly on the UK). From the 1970s UK academics with a responsibility for teaching medical students made significant progress with respect to: promoting sociology within medical education, designing teaching, and observing where barriers and opportunities to learning lie. This activity slowed however between the mid 1980s and late 1990s when medical training shifted from being discipline based to integrated and clinically focused. Following the 1990s' sociology teaching became dispersed throughout medical training and the responsibility of multiple stakeholders. Since the new millennium it has been recognized globally that trainees graduate from medical school unequipped to cope with the rapidly changing social context of medicine. Our paper concludes that coupled with new pedagogies, integrated curricula have given rise to many exciting opportunities for sociology teaching in UK medical education but also to new challenges including the repetition and misinterpretation of content. A systematic examination is therefore required of what works and what does not. Aspects of this activity are particularly suited to those individuals with an academic background in sociology who remain as teachers in medical education whom we argue have much to gain from working collectively.

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“…As an optimistic statement of the importance of sociology to medical studies, the Royal Commission's report was used as a persuasive argument for including sociology in the curriculum (e.g. Butler 1969; Jefferys 1969; Russell‐Davis 1970; McKinlay 1971; Bloch 1973; Harper 1973; Stacey 1978). Maclean (1975, p. 14) considered the report to have provided the major impetus for incorporating the subject into the medical curriculum in the decade following its publication.…”

Section: Introductionmentioning

confidence: 99%

Sociology in the British medical curriculum: a survey

Fox

1989

Medical Education

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A survey conducted among convenors of sociology courses in British medical schools showed a wide variation in course length, with two medical schools having no course, and two schools providing over 60 hours per year. A mean length of 32 hours was found, but there was considerable variation by region. London schools had a mean of 38.5 hours, compared with 40.5 hours in Scotland, and 22.3 hours in English provincial and Welsh schools. The latter group demonstrated a strong correlation between length of time the course had existed and the hours of tuition provided (r = 0.74, P = 0.007). No correlation was found at a significant level for London or Scottish courses. It is concluded that the London University edict making sociology compulsory in the medical curriculum has ensured a reasonable level of provision. Outside London, no such pressure has been available, and sociology has been squeezed as more subjects vie for curriculum time. Attitudes of non-sociology staff are reviewed and found to be predominantly negative. The recent report of the General Medical Council is noted, and it is suggested that the need for such a lobbyist outside London is necessary to ensure sociology attains a more secure and substantial place in the medical curriculum.

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Sociology and Medical Education

Cited by 7 publications

References 0 publications

The Self-Stigma of Hearing Loss in Adults and Older Adults: A Systematic Review

The Self-Stigma of Hearing Loss in Adults and Older Adults: A Systematic Review

The history of sociology teaching in United Kingdom (UK) undergraduate medical education: an introduction and rallying call!

Sociology in the British medical curriculum: a survey

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