Doctoral Dissertation Research: The Application of Humanistic and Social Knowledge to Medicine

博士论文研究：人文社会知识在医学中的应用

• 批准号: 1702988
• 负责人: John Evans
• 金额: $ 0.3万
• 依托单位: University of California-San Diego
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-05-15 至 2018-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1702988&HistoricalAwards=false
• 关键词: Doctoral; Dissertation; Research; Application; Humanistic

NSF Proposal 1702988Principal Investigator: John H. EvansGraduate Student: Lauren D. OlsenTitle: Interdisciplinary Collaboration and Medical Curricular ChangeAbstractThis project will address how scholars from diverse disciplinary backgrounds successfully integrate humanistic and social scientific knowledge with biomedical knowledge in the education of medical students, with the overarching objective of improving future patient care. Amidst a litany of crises confronting the American medical profession at the turn of the 21st century (from patient satisfaction to widespread health and health care disparities to complex health care systems), the leaders of the medical profession made the education objective of 'understanding people' a national priority for medical education. Such a move entails an integration of humanistic and social scientific knowledge into what traditionally is a biomedical learning and work environment. This project will enhance the basic theoretical and practical understanding of how humanistic and social scientific knowledge is produced, evaluated, and applied, identifying the institutional features of universities that encourage productive relationships between the liberal and practical arts. This project will be both a platform for increasing each university's institutional capacity for diversity and inclusion, as well as a springboard for university-based educational programs to evaluate various initiatives pitched to improve patient care. In addition, this project will contribute to the improvement of STEM education and educator development, by revealing how medical educators collaborate across epistemological and methodological divides toward achieving their goals. Finally, by better understanding the challenges that beset interdisciplinary collaboration between the liberal and practical arts, universities will be able to establish more empirically-informed programming that traditional and interdisciplinary programs can implement. The idea that scientific knowledge should be used to improve society has long underwritten the organization of academic knowledge production and evaluation. The cultural value of applying scientific knowledge to solve social problems has recently been supplemented by the promise of interdisciplinary collaboration. With diverse disciplinary perspectives concentrated on a single social problem, the logic goes, the better the solution. Despite the prevalence of humanistic and social scientific knowledge becoming increasingly called upon to contribute in applied and interdisciplinary ways, there is a remarkable lack of understanding about how scholars successfully apply these forms of knowledge in interdisciplinary contexts. This project takes up that task by examining how humanistic and social scientific knowledge is successfully integrated with biomedical knowledge into medical education, paying close attention to how scholars with different epistemological and methodological commitments construct how humanistic and social scientific knowledge is 'relevant' for medical practice and how scholars negotiate these differences while engaging in interdisciplinary collaboration. To answer these questions, this project uses in-depth, semi-structured interviews with humanities scholars, social science scholars, medical educators, and medical students; historical data from professional and legislative decisions, curricular materials, and publications; and non-participant observation at scientific meetings.

NSF 提案 1702988 首席研究员：John H. Evans 研究生：Lauren D. Olsen 标题：跨学科合作和医学课程变革摘要该项目将探讨来自不同学科背景的学者如何在医学生教育中成功地将人文和社会科学知识与生物医学知识相结合，并通过改善未来患者护理的总体目标。在21世纪之交美国医学界面临的一系列危机中（从患者满意度到广泛的健康和医疗保健差异，再到复杂的医疗保健系统），医学界的领导人制定了“理解人”的教育目标医学教育的国家优先事项。这一举措需要将人文和社会科学知识融入传统的生物医学学习和工作环境中。该项目将增强对人文和社会科学知识如何产生、评估和应用的基本理论和实践理解，确定鼓励文科和实用艺术之间富有成效的关系的大学制度特征。该项目将成为提高每所大学多元化和包容性机构能力的平台，也是大学教育计划的跳板，以评估旨在改善患者护理的各种举措。此外，该项目将通过揭示医学教育者如何跨越认识论和方法论分歧来协作以实现其目标，从而有助于改善 STEM 教育和教育者发展。最后，通过更好地理解困扰文科和实用艺术之间跨学科合作的挑战，大学将能够建立传统和跨学科项目可以实施的更多基于经验的规划。科学知识应用于改善社会的理念长期以来一直支持学术知识生产和评估的组织。最近，跨学科合作的承诺补充了应用科学知识解决社会问题的文化价值。从逻辑上讲，随着不同学科的观点集中在一个社会问题上，解决方案就越好。尽管人文和社会科学知识的盛行越来越多地被要求以应用和跨学科的方式做出贡献，但人们对学者如何在跨学科背景下成功应用这些形式的知识仍然缺乏了解。该项目通过研究人文和社会科学知识如何成功地与生物医学知识融入医学教育来承担这项任务，密切关注具有不同认识论和方法论承诺的学者如何构建人文和社会科学知识如何与医疗实践“相关”以及学者们在进行跨学科合作时如何协商这些差异。为了回答这些问题，本项目采用了对人文学者、社会科学学者、医学教育工作者和医学生的深入、半结构化访谈；来自专业和立法决策、课程材料和出版物的历史数据；以及科学会议上的非参与观察。