9780262037396-0262037394-Afflicted: How Vulnerability Can Heal Medical Education and Practice (Basic Bioethics)

Afflicted: How Vulnerability Can Heal Medical Education and Practice (Basic Bioethics)

ISBN-13: 9780262037396
ISBN-10: 0262037394
Edition: 1
Author: Piemonte, Nicole M.
Publication date: 2018
Publisher: The MIT Press
Format: Hardcover 304 pages
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Book details

ISBN-13: 9780262037396
ISBN-10: 0262037394
Edition: 1
Author: Piemonte, Nicole M.
Publication date: 2018
Publisher: The MIT Press
Format: Hardcover 304 pages

Summary

Acknowledged authors Piemonte, Nicole M. wrote Afflicted: How Vulnerability Can Heal Medical Education and Practice (Basic Bioethics) comprising 304 pages back in 2018. Textbook and eTextbook are published under ISBN 0262037394 and 9780262037396. Since then Afflicted: How Vulnerability Can Heal Medical Education and Practice (Basic Bioethics) textbook was available to sell back to BooksRun online for the top buyback price of $ 3.33 or rent at the marketplace.

Description

How medical education and practice can move beyond a narrow focus on biological intervention to recognize the lived experiences of illness, suffering, and death.

In Afflicted, Nicole Piemonte examines the preoccupation in medicine with cure over care, arguing that the traditional focus on biological intervention keeps medicine from addressing the complex realities of patient suffering. Although many have pointed to the lack of compassion and empathy in medical practice, few have considered the deeper philosophical, psychological, and ontological reasons for it. Piemonte fills that gap, examining why it is that clinicians and medical trainees largely evade issues of vulnerability and mortality and, doing so, offer patients compromised care. She argues that contemporary medical pedagogy and epistemology are not only shaped by the human tendency to flee from the reality of death and suffering but also perpetuate it. The root of the problem, she writes, is the educational and institutional culture that promotes reductionist understandings of care, illness, and suffering but avoids any authentic confrontation with human suffering and the fear and self-doubt that can come with that confrontation. Through a philosophical analysis of the patient-practitioner encounter, Piemonte argues that the doctor, in escaping from authentic engagement with a patient who is suffering, in fact “escapes from herself.”

Piemonte explores the epistemology and pedagogy of medicine, examines its focus on calculative or technical thinking, and considers how “clinical detachment” diminishes physicians. She suggests ways that educators might cultivate the capacity for authentic patient care and proposes specific curricular changes to help students expand their moral imaginations.

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