Medical Humanities, Sociology and the Suffering Self: Surviving Health

Description

Following criticisms of the traditionally polarized view of understanding suffering through either medicine or social justice, Lowe makes a compelling argument for how the medical humanities can help to go beyond the traditional biographical and epistemic breaks to see into the nature and properties of suffering and what is at stake. Lowe demonstrates through analysis of major healthcare workforce issues and incidence of burnout how key policies and practices influence healthcare education and experiences of both patients and health professionals. By including first person narratives from health professionals as a tool and resource, she illustrates how dominant ideas about the self enter practice as a refusal of suffering. Demonstrating the relationship between personal experience, theory and research, Lowe argues for a pedagogy of suffering that shows how the moral anguish implicit in suffering is an ethical response of the emergent self. This is an important read for all those interested in medical humanities, health professional education, person-centred care and the sociology of health and illness. Cover Half Title Series Page Title Page Copyright Page Dedication Contents Figures Tables Boxes Preface References 1. Stitching suffering together 1.0. Introduction 1.1. Definitions and properties 1.2. Stitching interdisciplinary knowledges together in the service of suffering 1.3. Epistemic injustice 1.3.1. Summary of section 1.4. Why is the way knowledge about suffering stitched together important? 1.5. My motivation 1.6. Theoretical struggles of writing 1.6.1. Integrating methodological plurality - the causal problematic 1.6.2. Relational theory 1.6.3. The theoretical challenge of the body 1.6.4. The use of metaphors 1.6.5. Example of the theoretical challenges in understanding suffering 1.7. Why a book on suffering, medical humanities and sociology now? 1.8. Who is this book for? 1.9. How is the remainder of the book structured? Note References 2. Patterns of suffering 2.0. Introduction 2.1. Patterns of inequity and the NHS 2.2. Health professionals' health and suffering 2.3. Epistemology - ethics in the formation of how we know what we know References 3. Suffering as foundational to health professional education 3.1. Introduction 3.2. Definitions and categories of suffering 3.2.1. Definitions 3.2.2. Categories or types of suffering 3.3. Methodological plurality and theories – increasing the granularity 3.4. Theories of suffering 3.5. How does this all fit together? References 4. Sorting the wood from the trees: Challenges integrating medical humanities and sociology into a medical curriculum 4.1. Introduction 4.2. Background 4.3. The art and science of medicine – missing the point 4.3.1. Introduction 4.3.2. Epistemology of art and science 4.3.3. Breaking out of circular thinking 4.4. Medical humanities and sociology in medical education 4.5. Medical sociology 4.6. Where do medical humanities and sociology stand during the current COVID-19 pandemic? 4.7. Moving forward References 5. The suffering self and burning woman 5.1. Introduction 5.2. Medical humanities and sociology in service of the suffering self 5.3. The theistic sources of the self 5.3.1. The (long) suffering body 5.3.2. Resurrection and redemption 5.3.3. Symbolism, metaphors and archetypes 5.4. Epistemology – concepts, symbols, categories of self and framework 5.5. Instrumentality as sources of self: the body and self 5.5.1. Theoretical background for health professional training and curricula phenomena 5.5.2. Health professional training, curricula and instrumentality 5.5.3. Instrumentality as relationship with suffering 5.5. Working at the limits or edges of the dominant construction of self References 6. Pilgrimages – how can medical humanities think differently about suffering? 6.1. Introduction 6.2. Mapping the landscape of learning (epistemological constructs of self) by including the Black Anthropocene 6.2.1. The romantic expressivist source of self 6.2.2. Rabbit Proof Fence 6.3. Indigenous health in Australia 6.4. How will a return be enacted? 6.4.1. The symbiotic relations between capitalism, race and trauma 6.4.1.1. Post traumatic stress disorder (PTSD) 6.4.1.2. Depersonalisation 6.4.1.3. Burnout 6.5. Institutional racism 6.6. Epistemology of the suffering framework: experiential turn 6.7. Pilgrimages around conceptual aspects of suffering framework 6.8. Pedagogy of suffering 6.9. Racial disparities in COVID-19 morbidity and mortality References 7. Diving down deep 7.1. Introduction 7.2. Review of chapters 7.3. Surviving health 7.4. Epistemology References Appendix: Curriculum for a pedagogy of suffering Meta-curriculum 1. Necessary concepts, skills, attitudes (beliefs) to topics Learning outcomes Measurement Categorisation Models Patterns 2. Topics, generalisations, concepts, topics, skills and attitudes Combined Subject and Author Index