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Teaching madness and literature in a healthcare context: an enquiry into interdisciplinary education

Teaching madness and literature in a healthcare context: an enquiry into interdisciplinary education Purpose – This paper seeks to examine the value of teaching about mental illness through the use of literature. Design/methodology/approach – Using the examples of two colleges in eastern USA that focus on educating students for healthcare careers, the paper examines two different course formats for using literature to teach about mental illness: a course that places the topic within the larger context of medicine and literature; and a freestanding madness and literature course. Findings – While professional education tends towards specialization, it can lead to a monocultural vision that limits approaches to patients and problems alike. Courses integrating mental illness and literature were found to be effective means of counteracting this trend. Research limitations/implications – The study is limited to two healthcare‐centred colleges in eastern USA. Practical implications – For mental health clinicians and healthcare professionals in general, literature broadens the scope of both perspectives and analytical tools for understanding mental disorders and responses to them. Originality/value – While literature courses often contain such themes as mental illness, courses that truly integrate literature with mental illness meet a growing need for interdisciplinary education as a means of preparing more flexibly thinking healthcare professionals. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mental Health Review Journal Emerald Publishing

Teaching madness and literature in a healthcare context: an enquiry into interdisciplinary education

Mental Health Review Journal , Volume 16 (3): 10 – Sep 16, 2011

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Publisher
Emerald Publishing
Copyright
Copyright © 2011 Emerald Group Publishing Limited. All rights reserved.
ISSN
1361-9322
DOI
10.1108/13619321111178087
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper seeks to examine the value of teaching about mental illness through the use of literature. Design/methodology/approach – Using the examples of two colleges in eastern USA that focus on educating students for healthcare careers, the paper examines two different course formats for using literature to teach about mental illness: a course that places the topic within the larger context of medicine and literature; and a freestanding madness and literature course. Findings – While professional education tends towards specialization, it can lead to a monocultural vision that limits approaches to patients and problems alike. Courses integrating mental illness and literature were found to be effective means of counteracting this trend. Research limitations/implications – The study is limited to two healthcare‐centred colleges in eastern USA. Practical implications – For mental health clinicians and healthcare professionals in general, literature broadens the scope of both perspectives and analytical tools for understanding mental disorders and responses to them. Originality/value – While literature courses often contain such themes as mental illness, courses that truly integrate literature with mental illness meet a growing need for interdisciplinary education as a means of preparing more flexibly thinking healthcare professionals.

Journal

Mental Health Review JournalEmerald Publishing

Published: Sep 16, 2011

Keywords: Madness and literature; Mental illness; Interdisciplinary education; Health education

References