Teaching

[Guest guest]

All,

 

> The danger

> lies as in any field in preaching a dogma.

 

Well said.

 

There is usually validity in each of the many different views that any complex

problem inspires and, thus, I do not see an answer to the question of how CM is

best taught in looking at any system, approach or criteria as a one right way.

Instead, I think we need to engender effective communication and cooperation

among those whose training, talents and experiences differ. This means scrutiny

of what is taught, as well as the goals of education, measures of how well

teaching succeeds and support for the development and application of critical

thinking within the field.

 

If we describe our collective interest in the field's social contribution and

prosperity as giving English-speaking practitioners the quantity and quality of

information and resources available to their Chinese colleagues, it is easy to

see

that the task is so large, and the subject so clinically, theoretically and

historically vast, that no one approach or personal understanding will ever be

adequate. We are importing a body of knowledge and experience recorded in

language, thus it is impossible that such a transmission successfully occur

without people who not only read but also study, analyze and transmit the

historic and cultural forces that have formed the Chinese language and the

many levels of human experience it encodes. We desire not just historic facts,

or just clinical protocols, or just language expertise, we need the whole body

of

knowledge.

 

As a critical part of understanding how to effectively succeed in Chinese

medical

education, we need a class of people who know how to develop courses, how to

teach the materials, how to judge student progress and how to investigate long-

term educational success. Certainly, some of these teachers should be highly

Chinese literate, and I see no reason any teacher's knowledge of Chinese culture

should not be at the level of at least the appropriate undergraduate college

courses. Indeed, I think clinicians should have at least that much liberal arts

training. However, and even excepting my bias and the occasional existence of a

super-teacher, what we need is a teaching profession and the resources to

support careers in teaching.

 

 

 

 

 

 

bob Paradigm Publications

www.paradigm-pubs.com 44 Linden Street

Robert L. Felt Brookline MA 02445

617-738-4664

[Guest guest]

There is usually validity in each of the many different views that any complex problem inspires and, thus, I do not see an answer to the question of how CM is best taught in looking at any system, approach or criteria as a one right way. Instead, I think we need to engender effective communication and cooperation among those whose training, talents and experiences differ.

 

>>>>>Very true

Alon

[Guest guest]

.. We desire not just historic facts, or just clinical protocols, or just language expertise, we need the whole body of knowledge. >>>>>I do not believe all this is appropriate in a "medical training" what you are describing has to be divided into other professions such as medical anthropology etc. Training clinicians is a totally different goal then training medical anthropologists

Alon