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Curriculum as conversation

Curriculum as conversation Adv in Health Sci Educ (2009) 14:297–301 DOI 10.1007/s10459-009-9170-6 EDITORIAL Alan Bleakley Received: 26 May 2009 / Accepted: 26 May 2009 / Published online: 12 June 2009 Springer Science+Business Media B.V. 2009 In this edition of the journal you will find a stimulating set of articles concerned with deliberate curriculum interventions across the spectrum of the health professions. Most of these articles, explicitly or by implication, touch on issues of power. For example, McKenna et al. (2009) discuss ways of structuring midwifery students’ work placements to provide for continuity of experience and early professional socialisation, thus directly empowering students as proto-professionals; while Delany and Watkin (2009) suggest ways of structuring post-placement reflection for physiotherapy students to gain critical insights into issues such as power effects in professional hierarchies, empowering apprentices as critics of the professional culture they will enter. Both of these articles show how power can be productive as well as repressive—productive of insights and knowledge that come to form professional identities. Two articles describe how deliberate curriculum interventions in dental education (Kaiser et al. 2009) and medical education (Kumagai et al. 2009) can shape a patient- centred, rather than subject-centred, outlook: in dental education, to shift emphasis http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Curriculum as conversation

Bleakley, Alan
Advances in Health Sciences Education , Volume 14 (3) – Jun 12, 2009
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References (26)

Publisher
Springer Journals
Copyright
Copyright © 2009 by Springer Science+Business Media B.V.
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-009-9170-6
pmid
19521789
Publisher site
See Article on Publisher Site

Abstract

Adv in Health Sci Educ (2009) 14:297–301 DOI 10.1007/s10459-009-9170-6 EDITORIAL Alan Bleakley Received: 26 May 2009 / Accepted: 26 May 2009 / Published online: 12 June 2009 Springer Science+Business Media B.V. 2009 In this edition of the journal you will find a stimulating set of articles concerned with deliberate curriculum interventions across the spectrum of the health professions. Most of these articles, explicitly or by implication, touch on issues of power. For example, McKenna et al. (2009) discuss ways of structuring midwifery students’ work placements to provide for continuity of experience and early professional socialisation, thus directly empowering students as proto-professionals; while Delany and Watkin (2009) suggest ways of structuring post-placement reflection for physiotherapy students to gain critical insights into issues such as power effects in professional hierarchies, empowering apprentices as critics of the professional culture they will enter. Both of these articles show how power can be productive as well as repressive—productive of insights and knowledge that come to form professional identities. Two articles describe how deliberate curriculum interventions in dental education (Kaiser et al. 2009) and medical education (Kumagai et al. 2009) can shape a patient- centred, rather than subject-centred, outlook: in dental education, to shift emphasis

Journal

Advances in Health Sciences Education – Springer Journals

Published: Jun 12, 2009

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