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List of contents
Part 1 Context and Theory 1. Introduction: How are Events of Clinical Practice Encountered? 2. The Nature of Affect: A Philosophical Approach 3. Exploring Experiences of Learning and Practice: Pedagogies of Encounter Part 2 Representations of Clinical Practice: Ideologies, Complexities and Candour 4. Conceptions of Care and Caring: Complicated Procedures versus Complex Experiences 5. Negotiating and Coping with Complex Events of Practice and Difficult Conversations Part 3 The Affective Conditions of Pedagogy and Practice 6. Beyond Pedagogical Aims: The Role of Subjectivity and Affect in Shaping the Reality of Surgical Training 7. Learner Identities: How is the Surgical Trainee Characterised and Regulated within Clinical Training Materials? 8. How Does the Structurisation of Medical Practice Enable and Control the Ways in which Practice is Lived and Realised? Part 4 Encountering the Reality of Clinical Practice: Coping and Learning in Contingent Environments 9. Making Sense of ‘Messy’ Practice: Affective Dispositions, the Obligations of Practice and Processes of Mattering
About the author
A.O. Mahendran is senior lecturer and consultant transplant surgeon at Queen Mary University/Barts and the Royal London Medical School, where she is also programme director for the MSc. in Physician Associate Studies. She undertook her specialist surgical training in London and New York and completed a PhD in Education at Goldsmiths’, University of London. She was the 2018 Winner of the (BERA) British Educational Research Association Doctoral Thesis Award.
Summary
This book introduces the notion of affective thinking, which intersects the fields of education, critical humanities and healthcare.
Additional text
Arunthathi Mahendran was awarded Best Doctoral thesis 2018 by the British Educational Research Association which formed the basis for this book.
"This is an inspired exploration of the crucial role of affect in learning in medical education. Intellectually and emotionally profound and compelling, the author explores through vivid personal accounts and contemporary theories the necessity and value of teaching with affect in clinical education and practice. The book presents a formidable and overdue challenge to conventional notions of detached concern and clinical objectivity in medical education, and exemplifies the vital insights which the critical medical humanities can bring to the professional formation of doctors and health professionals, as well as for patient-centred care." - Neville Chiavaroli, Senior Lecturer, Department of Medical Education, Melbourne Medical School, Australia
