lundi 2 juin 2014

Formation médicale, expérience étudiante et transmission du savoir

Medical training, student experience and the transmission of knowledge, c.1800-2014: New foundations and global perspectives

Call for Papers

17-18 October, 2014

Centre for the History of Medicine in Ireland, University College Dublin
Funded by the Irish Research Council New Foundations Scheme

Keynote speaker: Professor John Harley Warner (Yale University)

This two-day symposium will examine the theme of medical training and education, broadly conceived, (and incorporating allied medical and scientific specialisms), with the overall aspiration of broadening our understanding of the changing experiences of students and those undergoing medicoscientific training in a variety of institutional and international settings in the modern period.
Given recent concern about standards of medical education and training, the symposium is timely. For example, in 2009, the HPAT (Health Professions Admissions Test) was introduced to Irish medical schools. This multiple-choice test measures candidates' emotional skills, in an attempt to ensure that candidates for medical schools possess high degrees of empathy. The conference will provide historical context to such changes, assessing how ideas about what makes a ‘good’ medical student/doctor have changed over time. Related to this, participants will assess how medical education has adjusted over time to cater to the changing relationship between doctor and patient, as well as addressing the changing representations/behaviour of students. Historians of medicine have shown how medical student experience can vary widely and how educational experiences have been significantly shaped by national contexts. The conference aims to explore this idea through an examination of education and training in a range of environments. Participants will explore the history of medical training through an evaluation of how medical knowledge and the hallmarks of professional identity have been transmitted to students over time as well as looking at the development of tools of training, curriculum and pedagogy. Other aspects of medical student life and culture such as student involvement in sports clubs, student societies and other social activities will
also be explored.
The conference hopes to bring together historians of medicine, science and education as well as researchers working in related fields in the humanities, social sciences and medicine. We welcome contributions that examine the history of medical education and training in national and international contexts as well as proposals which offer interdisciplinary perspectives.

Potential panel themes may include but are not limited to:
  • Medical education and training (e.g. the transmission of medico-scientific knowledge; professional identity; changing admissions policies; curriculum; pedagogy; clinical training; education and empire; medical missionary training)
  • Training in medical specialisms and allied sciences (e.g. forensics, dentistry, bacteriology)
  • Student experience (e.g. the impact of gender, nationality, class and location on student experience)
  • Student life and culture (e.g. extra-curricular activities; student societies; sports clubs; friendships and networks)
  • Tools of education (e.g. anatomical and pathological drawings; anatomical models; medical museums; textbooks)
  • Settings of education (e.g. the hospital; the laboratory; the garden; the dissecting room; the lecture theatre)
  • What makes a good doctor? (e.g. the importance of empathy; science; clinical expertise)
  • The changing image of the medical student (e.g. representations of medical students in film, literature, medical memoirs etc)
  • The future of medical education?
The conference is funded by the generous support of the Irish Research Council’s New Foundations Scheme. There will be no conference fee and we endeavour to contribute towards travel and accommodation expenses. Please send abstracts of proposals (250-500 words) and a brief biography
to Dr Laura Kelly at by 18 July. It is hoped that a selection of the conference
papers will be published as chapters in an edited collection following the symposium.

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