
Contents
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Introduction Introduction
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The Human Dimension The Human Dimension
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Aesthetic Experiencing and Everyday Aesthetics Aesthetic Experiencing and Everyday Aesthetics
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The Consultation as Aesthetic Experience The Consultation as Aesthetic Experience
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Creative Enquiry in Medical Education Creative Enquiry in Medical Education
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Self-Care by Rebecca Walker (Student Encounter with Self) Self-Care by Rebecca Walker (Student Encounter with Self)
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Slipper and Shoe by Sarah Saunders (Student Encounter with the Other) Slipper and Shoe by Sarah Saunders (Student Encounter with the Other)
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Barriers Barriers
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Conclusion Conclusion
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References References
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43 Developing Clinician Insight into Practice Through the Aesthetic Lens
Get accessProfessor Louise Younie, General Practitioner and Clinical Professor of Medical Education, Institute for Health Sciences Education, Faculty of Medicine & Dentistry, Queen Mary University of London, UK
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Published:20 November 2023
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Abstract
Doctors emerge into the world of practice knowing much about disease, but little about personhood. In my work as a General Practitioner (GP) for over twenty years I have discovered that there is a technical clinical side to our job—what diagnosis, what medication, what dosage, for how long, and there is also a human and embodied side to our job—connection, compassion, presence, witnessing suffering. We ignore the human dimension at our own and our patients’ peril. Yet to address the human dimension is the journey of a lifetime though it tends to fall beyond the scope of our ever increasingly pressurized and standardized health-care system. The problem this chapter leans into is the challenge of how we enable the human dimension. Despite many years of calling out the importance of the human dimension we are all still very much learning. This chapter draws on the concepts of aesthetic experience and everyday aesthetics in relation to the clinical consultation. I propose that an aesthetic approach supports development of human understanding and knowing, through allowing embodied, sensory, or emotional ways of knowing into clinician engagement with patients and reflection on lived experience. By being more holistically present in encounter with the patient, fresh perspectives and new learning for the clinician become possible. This may nurture patient and clinician alike, deepening our encounters and enhancing our connection and collaboration. I draw on my own clinical experience and practice-based evidence as a GP, as well as my experience of being a medical educator innovating and pioneering ways to engage with the human dimension over the last twenty years.
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