Articles on the training of medical students and residents most often focus on cognitive approaches to teaching. A smaller literature addresses education on an emotional and experiential level (1) and on professional developmental issues. Even less frequent are discussions of the sociocultural aspects of learning. We are not referring to the teaching of content relating to sociocultural disciplines (a topic for a future editorial) but rather to the sociocultural process in teaching or, more broadly, a sociocultural approach to medical education. Jerome Bruner articulated a role of culture in education over a decade ago. He wrote: "A system of education must help those growing up in a culture find an identity within that culture. Without it, they stumble in their effort after meaning. It is only in the narrative mode that one can construct an identity and find a place in ones culture" (2). Each sentence of this quotation alludes to a different part of Bruners expansive theory of education, to which we will not do justice in this brief editorial. Simplistically, the teaching of cognitive knowledge and facts falls short if the student is unable to go, in Bruners parlance, "beyond the information given" to a level
The Enculturation of Medical Students and Residents
Abstract
Articles on the training of medical students and residents most often focus on cognitive approaches to teaching. A smaller literature addresses education on an emotional and experiential level (1) and on professional developmental issues. Even less frequent are discussions of the sociocultural aspects of learning. We are not referring to the teaching of content relating to sociocultural disciplines (a topic for a future editorial) but rather to the sociocultural process in teaching or, more broadly, a sociocultural approach to medical education. Jerome Bruner articulated a role of culture in education over a decade ago. He wrote: "A system of education must help those growing up in a culture find an identity within that culture. Without it, they stumble in their effort after meaning. It is only in the narrative mode that one can construct an identity and find a place in ones culture" (2). Each sentence of this quotation alludes to a different part of Bruners expansive theory of education, to which we will not do justice in this brief editorial. Simplistically, the teaching of cognitive knowledge and facts falls short if the student is unable to go, in Bruners parlance, "beyond the information given" to a levelPreview Only. This article cannot be rented because we do not currently have permission from the publisher.
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The Enculturation of Medical Students and Residents
Louie, Alan K.; Weiss Roberts, Laura; Coverdale, John
Follow Academic Psychiatry
, Volume 31 (4): 253
American Psychiatric Publishing, Inc (Journal) – Aug 1, 2007
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