Reviews 549 She describes three model courses created by physician Douglass R. Reiﬂ er, physician and literary scholar Rita Charon, and rhetorician Charles M. An- derson that are distinguished by their “deliberative use of reading and writ- ing” (164). These teachers carefully design assignments to encourage analysis of experience and self-reﬂ ection; they teach students about the processes of composing and interpreting stories; and they offer substantive feedback that addresses “what the students learn about themselves,” as well as “explanations of how these narrative skills aid self-discovery” (164). Rigorous, small class- es such as these do not simply employ writing and reading to embellish the “real” content of the curriculum. Instead, they engage the students as writers and thinkers, and thereby provide them with strategies for making their ex- periences meaningful. There is no formula for teaching emotional honesty, Poirier concludes, just as there is no template for empathy or compassion. In fact, she warns that even “courses that simulate reﬂ ection and emotional honesty . . . can never compensate for an educational environment that is inherently hostile to such exercises” (169). Nevertheless, she maintains that “the ﬁ nal lesson that these memoirs of medical education may teach
Biography – University of Hawai'I Press
Published: Oct 30, 2010
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