Over the last two weeks, I’ve posted about the idea of a healthy curriculum that doesn’t just teach about health but is actually healthy for the participants. (Earlier posts here and here).* In some ways, it seems like such an obvious idea. But dogmatic beliefs about the nature of professional training; the inherent risk aversion of higher education establishments, which derive so much income from health professional education; and the profession’s own desire to enculturate detachment and objectivity in its students, can create formidable barriers to new ideas, no matter how obvious they may seem.
The healthy curriculum (Part 3)
The healthy curriculum (Part 3)
The healthy curriculum (Part 3)
Over the last two weeks, I’ve posted about the idea of a healthy curriculum that doesn’t just teach about health but is actually healthy for the participants. (Earlier posts here and here).* In some ways, it seems like such an obvious idea. But dogmatic beliefs about the nature of professional training; the inherent risk aversion of higher education establishments, which derive so much income from health professional education; and the profession’s own desire to enculturate detachment and objectivity in its students, can create formidable barriers to new ideas, no matter how obvious they may seem.