Promoting critical thinking in health care: Phronesis and criticality
- Stephen Tyreman
- … show all 1 hide
Purchase on Springer.com
$39.95 / €34.95 / £29.95*
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.
This paper explores the notion of ‘expert’ health care practitioner in the context of critical thinking and health care education where scientific rather than philosophical inquiry has been the dominant mode of thought. A number of factors have forced are appraisal in this respect: the challenge brought about by the identification of complex ethical issues in clinical situations; medicine's `solving' of many of the simple health problems; the recognition that uncertainty is a common and perhaps innate feature of clinical practice; debate about the concepts of illness and disease; plus insights from psychology,sociology and medical anthropology. Together these have prompted alternative ways of thinking which have the aim of identifying the best rather than the right decision (where best equates to good and right equates to correct in the sense of true or approved). It is argued that phronesis adds a necessary corrective dimension to modern Western medicine's over-emphasis on techne and is one of the factors that differentiates novice from expert practitioner. However, this attracts certain conflicts of interest: phronesis can only be gained and assessed from experience of praxis; agencies with legitimate interests in medicine such as government and professional registering bodies require more substantive criteria.
- Araya, R.F.: 1996, 'The outlook of the teckhne iatrike', Theoretical Medicine 17(2), 163-173. CrossRef
- Barnett, R.: 1997, Higher Education: A Critical Business. Open University Press.
- Beresford, E.B.: 1996, 'Can phronesis save the life of medical ethics', Theoretical Medicine 17(3), 209-224. CrossRef
- Brockbank, A. and I. McGill: 1998, Facilitating Reflective Learning in Higher Education. Buckingham: SRHE & Open University Press.
- Davis, F.D.: 1997, 'Phronesis, clinical reasoning, and Pellegrino's philosophy of medicine', Theoretical Medicine 18(1-2), 173-195. CrossRef
- Edwards, D.: 1998, Critical Thinking in Health Care Education: The Concept of Criticality. Paper presented at the ESPMH XII Annual Conference, Marburg, Germany.
- Gillett, G.: 1995, 'Virtue and truth in clinical science', J. Med. and Phil. 20(3), 285-298.
- Hunter, K.M.: 1989, 'A science of individuals', J. of Med. and Phil. 14(2), 193-212.
- Jensen, G.M., K.F. Shepard and L.M. Hack: 1990, 'The novice versus the experienced clinician: insights into the work of the physical therapist', Physical Therapy 70(5), 314-323.
- Marley, J. and I. Cameron: 1999, 'Selecting medical students: A case report of the need for change', Med. Educ. 33(6), 455-459. CrossRef
- Meyer, J.H.F. and E.G. Cleary: 1998, 'An exploratory student learning model of clinical diagnosis', Med. Educ. 32(6), 574-581. CrossRef
- Squires, G.: 1999, Teaching as a Professional Discipline. Falmer Press.
- Ulsenheimer, J.H., D.W. Bailey, E.M. McCullough, S.E. Thornton and E.W.Warden: 1997, 'Thinking about thinking', J. of Continuing Ed. in Nursing 28(4), 150-156.
- Promoting critical thinking in health care: Phronesis and criticality
Medicine, Health Care and Philosophy
Volume 3, Issue 2 , pp 117-124
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links
- medical education
- Industry Sectors
- Stephen Tyreman (1)
- Author Affiliations
- 1. British School of Osteopathy, 275 Borough High Street, London, SE1 1JE, UK