Let Me Ask You Something

Let Me Ask You Something

By Mario VeenSociety & CulturePhilosophy
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Let Me Ask You Something episodes

  • #12 Philosophy of Technology in Medical Education
    We discuss "Technical Difficulties: Teaching Critical Philosophical Orientations toward Technology" by Benjamin Chin-Yee, Laura Nimmon and Mario Veen. You can download the open access article here: https://www.tandfonline.com/doi/full/10.1080/10401334.2022.2130334 
    This is the 12th installment of the series on philosophy in medical education of Mario Veen and Anna Cianciolo, which appears in Teaching and Learning in Medicine: An International Journal -- it will also appear as a book chapter in our upcoming book Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Springer, 2023) which you can order here: https://www.routledge.com/Helping-a-Field-See-Itself-Envisioning-a-Philosophy-of-Medical-Education/Veen-Cianciolo/p/book/9781032204147 
     

    Dr. Benjamin Chin-Yee is a PhD candidate in the Department of History and Philosophy of Science at the University of Cambridge and a Hematologist in the Division of Hematology at Western University, Canada, which is located on the traditional territories of the Anishinaabek, Haudenosaunee, Lūnaapéewak, and Attawandaron peoples. Dr. Chin-Yee's research examines the impact of technology on the patient-physician relationship and how to integrate values and evidence to improve clinical decision-making. 

    Dr. Laura Nimmon is Scientist at the Centre for Health Education Scholarship (CHES) and Associate Professor of Occupational Science and Occupational Therapy in the Faculty of Medicine at the University of British Columbia, Canada. She is grateful to work at the University of British Columbia’s point grey campus which is situated on the traditional, ancestral, and unceded territory of the Musqueam, Squamish and Slay-wa-tuth, Peoples. Dr. Nimmon’s research explores the social and relational aspects of learning and professional practice in medicine.

     
    Mario Veen (@MarioVeen) is Associate Professor at the HU University of Applied Sciences Utrecht in The Netherlands. Mario is action editor for the Philosophy in Medical Education series of the journal Teaching & Learning in Medicine and co-editor of the first two books about philosophy and medical education: Applied Philosophy for Health Professions Education: A Journey Towards Mutual Understanding with Megan Brown and Gabrielle Finn (Springer, 2022) and Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Taylor & Francis, forthcoming 2023). He hosts the podcasts Let Me Ask You Something, and Life From Plato’s Cave.
    If you have any questions about this episode, let me know! https://twitter.com/MarioVeen and https://marioveen.com/
    46 min
  • #11 Reflexive Culture in Medical Education
    We discuss "Mind The Gap: A Philosophical Analysis of Reflection’s Many Benefits" by Sven Schaepkens and Thijs Lijster. You can download the open access article here: https://www.tandfonline.com/doi/full/10.1080/10401334.2022.2142794 
    This is the 11th installment of the series on philosophy in medical education of Mario Veen and Anna Cianciolo, which appears in Teaching and Learning in Medicine: An International Journal -- it will also appear as a book chapter in our upcoming book Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Springer,2023) which you can order here: https://www.routledge.com/Helping-a-Field-See-Itself-Envisioning-a-Philosophy-of-Medical-Education/Veen-Cianciolo/p/book/9781032204147 
     
    Sven Schaepkens (@SvenSchaepkens) is a PhD candidate at the Erasmus University Medical Centre in the Netherlands. He studies ‘reflection in practice’ in the Dutch GP specialty training since 2019, and holds a double Master’s degree in philosophy and media studies, and has an MA in Education of Philosophy. Before he started his PhD work, he was a teaching fellow at the University of Maastricht, Faculty of Arts and Social Sciences.
     
    Thijs Lijster (1981) studied philosophy at the University of Groningen and the New School for Social Research in New York. In 2012 he received his PhD in philosophy (cum laude) at the University of Groningen, for a dissertation on Walter Benjamin’s and Theodor W. Adorno’s concepts of art criticism. He lectured on philosophy of art and culture at the Faculties of Philosophy and Arts of the University of Groningen, and the Faculty of Humanities of the University of Amsterdam. Currently he is assistant professor of philosophy of art and culture at the department of Arts, Culture and Media studies of the University of Groningen. Lijster won several awards: in 2009 he received the ABG/VN Essay prize, in 2010 the Dutch/Flemish Prize for Young Art Criticism, and in 2015 the NWO/Boekman dissertation award. He wrote and edited several books in Dutch. He also contributed to books such as Conceptions of Critique in Modern and Contemporary Philosophy (eds. De Boer and Sonderegger), Institutional Attitudes and No Culture, No Europe (ed. Gielen), was coeditor of Spaces for Criticism. Shifts in Contemporary Art Discourses (2015), and The Rise of the Common City (2022), and editor of The Future of the New. Artistic Innovation in Times of Social Acceleration (2018). In 2017 he published Benjamin and Adorno on Art and Art Criticism. Critique of Art (AUP).
     
    Mario Veen (@MarioVeen) is Assistant Professor Educational Research at the Erasmus Medical Center Rotterdam in The Netherlands. Mario is action editor for the Philosophy in Medical Education series of the journal Teaching & Learning in Medicine and co-editor of the first two books about philosophy and medical education: Applied Philosophy for Health Professions Education: A Journey Towards Mutual Understanding with Megan Brown and Gabrielle Finn (Springer, 2022) and Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Taylor & Francis, forthcoming 2023). He hosts the podcasts Let Me Ask You Something, and Life From Plato’s Cave.
    If you have any questions about this episode, let me know! https://twitter.com/MarioVeen and https://marioveen.com/ 
    Mario
    51 min
  • #10 Cadavers, Simulation and Philosophy
    We discuss "The Lifecycle of a Clinical Cadaver: A Practice-Based Ethnography" by Anna MacLeod, Victoria Luong, Paula Cameron, George Kovacs, Molly Fredeen, Lucy Patrick, Olga Kits & Jonathan Tummons. You can download the open access article here: https://www.tandfonline.com/doi/abs/10.1080/10401334.2022.2092111
    This is the 10th installment of the series on philosophy in medical education of Mario Veen and Anna Cianciolo, which appears in Teaching and Learning in Medicine: An International Journal -- it will also appear as a book chapter in our upcoming book Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Springer, forthcoming 2023).
     
    Anna MacLeod is Professor and Director of Education Research in the Faculty of Medicine at Dalhousie University in Halifax Canada. She is also the Unit Head for Dalhousie’s Research in Medicine program. Elected to the Royal Society of Canada’s College of New Scholars in 2018, Anna is known for her innovative approaches to exploring medical education. She has held uninterrupted Tri-Council funding as Principal Investigator since taking up her faculty position, with more than 2.5 million dollars in funding to support her ethnographic studies of medical education. Anna publishes widely in medical and higher education. Her award-winning contributions are enriching the discourse of medical education, incorporating critical social science perspectives and broadening theory, while making a significant practical contribution to the design and delivery of medical education locally, nationally and around the world.
     
    Victoria Luong is a PhD student and Research Associate in the Department of Continuing Professional Development at Dalhousie University, Halifax, Nova Scotia, Canada. Her research has included ethnographic and phenomenological explorations of the medical education community's practices, and her graduate work draws on the philosophy of medicine to unpack medical student underperformance. 
     
    Anna, Victoria and co-authors recently also published another paper on the topic:
    Case-Informed Learning in Medical Education: A Call for Ontological Fidelity by Anna MacLeod, Victoria Luong, Paula Cameron, Sarah Burm, Simon Field, Olga Kits, Stephen Miller, Wendy A. Stewart https://pmejournal.org/articles/10.5334/pme.47 
     
    Professor Gabrielle Finn is the Vice-Dean for Teaching, Learning and Students for the Faculty of Biology, Medicine and Health. She is Professor of Medical Education in the School of Medical Sciences. 
     
    Mario Veen (@MarioVeen) is Assistant Professor Educational Research at the Erasmus Medical Center Rotterdam in The Netherlands. Mario is action editor for the Philosophy in Medical Education series of the journal Teaching & Learning in Medicine and co-editor of the first two books about philosophy and medical education: Applied Philosophy for Health Professions Education: A Journey Towards Mutual Understanding with Megan Brown and Gabrielle Finn (Springer, 2022) and Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Taylor & Francis, forthcoming 2023). He hosts the podcasts Let Me Ask You Something, and Life From Plato’s Cave.
    If you have any questions about this episode, let me know! https://twitter.com/MarioVeen and https://marioveen.com/ 
    Mario
    56 min
  • #09 Technology, Trust and Assessment

    We discuss "A Matter of Trust: Online Proctored Exams and the Integration of Technologies of Assessment in Medical Education" by Tim Fawns and Sven Schaepkens. You can download the open access article here: https://www.tandfonline.com/doi/full/10.1080/10401334.2022.2048832 

    This is the 9th installment of the series on philosophy in medical education of Mario Veen and Anna Cianciolo, which appears in Teaching and Learning in Medicine: An International Journal -- it will also appear as a book chapter in our upcoming book Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Springer, forthcoming 2022).

    *at around 20 minutes into the podcast, we refer to Nguyen's work on trust, and he uses the example of the climbing rope: https://philpapers.org/rec/NGUTAA 

    Tim Fawns (@timbocob) is a Senior Lecturer in Clinical Education at the University of Edinburgh. He is Deputy Programme Director of the online MSc Clinical Education, Director of the international Edinburgh Summer School in Clinical Education and also run a course in “Postdigital Society” for the Edinburgh Futures Institute. His main academic interests are in teaching, learning and assessment (mostly in healthcare and professional education but often with a strong focus on technology and online and blended modalities). He also researches autobiographical memory in relation to technology and media (mostly photography). Before his current role, he was a learning technologist, and a graphic and web designer before that. He's an Australian who went travelling one day and forgot to go back, married an Edinburgher and now has three kids who think they’re Scottish.
    Selected papers include:
    - Fawns, T. (2022).  An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00302-7.
    - Fawns, T., Aitken, G., Jones, D. (Eds.) (2021). Online Postgraduate Education in a Postdigital World.: Beyond Technology. Cham: Springer.
    - Fawns, T. (2019). Postdigital education in design and practice.  Postdigital Science and Education. https://doi.org/10.1007/s42438-018-0021-8.
     
    Sven Schaepkens (@SvenSchaepkens) is a PhD candidate at the Erasmus University Medical Centre in the Netherlands. He studies ‘reflection in practice’ in the Dutch GP specialty training since 2019, and holds a double Master’s degree in philosophy and media studies, and has an MA in Education of Philosophy. Before he started his PhD work, he was a teaching fellow at the University of Maastricht, Faculty of Arts and Social Sciences.
    Selected papers include:
    - Schaepkens SPC, Veen M, de la Croix A. Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research. Adv Health Sci Educ Theory Pract. 2022 May;27(2):537-551. https://link.springer.com/article/10.1007/s10459-021-10082-7 
    - Schaepkens, S.P.C., Coccia, C.Q.H. (2022). In Pursuit of Time: An Inquiry into Kairos and Reflection in Medical Practice and Health Professions Education. In: Brown, M.E.L., Veen, M., Finn, G.M. (eds) Applied Philosophy for Health Professions Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-1512-3_21 
     
    Dr.Komal Atta (@DrKomalA) is currently serving as Director Medical Education , University Medical and Dental College, The University of Faisalabad , Pakistan. Her academic interests include Social Media in medical education, Technology Enhanced Learning, Curriculum Developement , Professional identity formation and faculty deveopment. She has won multiple grants and awards in the field and likes to explore Medical Education as an intersection between philosphy, medicine, art and comics. 
    Selected publications include:
    - Is it better to “Zoom out” than to fade away? Combating burnout created by online teaching https://harvardmacy.org/index.php/hmi/is-it-better-to-zoom
    - Ahmed SA, Hegazy NN, Kumar AP, Abouzeid E, Wasfy NF, Atta K, Wael D, Hamdy H. A guide to best practice in faculty development for health professions schools: a qualitative analysis. BMC medical education. 2022 Dec;22(1):1-6.
    https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03208-x
    - Atta K, Passby L, Edwards S, Baker KA, El-Sbahi H, Kathrecha N, Mitchell B, Najim Z, Orr E, Phillips A, Soltan MA. Developing channel-based online teaching. The clinical teacher. 2022. https://onlinelibrary.wiley.com/doi/abs/10.1111/tct.13509 
     

    Mario Veen (@MarioVeen) is Assistant Professor Educational Research at the Erasmus Medical Center Rotterdam in The Netherlands. Mario is action editor for the Philosophy in Medical Education series of the journal Teaching & Learning in Medicine and co-editor of the first two books about philosophy and medical education: Applied Philosophy for Health Professions Education: A Journey Towards Mutual Understanding (Springer, 2022) and Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Taylor & Francis, forthcoming 2022). He hosts the podcasts Let Me Ask You Something, and Life From Plato’s Cave.

    If you have any questions about this episode, let me know! https://twitter.com/MarioVeen and https://marioveen.com/ 

    Mario

    51 min
  • #08 Care as the Spirit of Medical Education

    We discuss "Because We Care: A Philosophical Investigation into the Spirit of Medical Education" by Camillo Coccia and Mario Veen. You can download it here: https://doi.org/10.1080/10401334.2022.2056744 

    This is the 8th installment of the series on philosophy in medical education of Mario Veen and Anna Cianciolo, which appears in Teaching and Learning in Medicine: An International Journal -- it will also appear as a book chapter in our upcoming book Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Springer, forthcoming 2022).

    Camillo is a medical doctor from South Africa. Currently he works as a senior house officer at Letterkenny University Hospital department of Hematology. He has a special interests in existentialist philosophy, German idealism and phenomenology. Camillo also published a book chapter with Sven Schaepkens, called "In Pursuit of Time: An Inquiry into kairos and reflection in medical practice and health professions education" Camillo is featured on Episode 18 - How Doctors Think of the interdisciplinary philosophy podcast Life From Plato's Cave.

    Our co-host today our dr. Adina Kalet.  Adina is a General Internist and the Stephen and Shelagh Roell Endowed Chair of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education  at the Medical College of Wisconsin. She has spent her career building the evidence base for ensuring  health professions education produces excellent health professionals committed to and capable of caring for the health of the public with character.
     

    Mario Veen (@MarioVeen) is Assistant Professor Educational Research at the Erasmus Medical Center Rotterdam in The Netherlands. Mario is action editor for the Philosophy in Medical Education series of the journal Teaching & Learning in Medicine and co-editor of the first two books about philosophy and medical education: Applied Philosophy for Health Professions Education: A Journey Towards Mutual Understanding (Springer, 2022) and Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Taylor & Francis, forthcoming 2022). He hosts the podcasts Let Me Ask You Something, and Life From Plato’s Cave.

    If you have any questions about this episode, let me know! https://twitter.com/MarioVeen and https://marioveen.com/ 

    Mario

    52 min
  • #07 Medical Humanities from a Students’ Perspective

    Madeleine Olding, Freya Rhodes, Phoebe Ross, Catherine McGarry and John Humm are five prospective doctors at five different medical schools across the UK. In 2020 they interrupted their medical studies to complete a one-year (intercalated) degree in medical humanities. In March 2021 they published a collaborative piece titled “Black, White & Gray: Student Perspectives on Medical Humanities and Medical Education”. This article explores the student experience of medical humanities education and the subsequent impact on the practice of future doctors.


    Madeleine Olding, from Winchester, Hampshire, studies Medicine at Kings College London. In 2019, she intercalated at University College London in Medical Anthropology (BSc). Madeleine has a special interest in sexual health and psychiatry and has completed projects on the impact of ballroom culture as a therapeutic practice during the 1980s HIV/AIDs crisis. Madeleine has also published work in the British Journal of General Practice titled ‘Society, Sexuality and Medicine in Hogarth’s Marriage A-la-Mode’ as well as a systematic review on access to healthcare for transgender patients in Obstetrics and Gynaecology (American Journal of Internal Medicine).

    Also from Winchester, Hampshire, Freya Rhodes studies Medicine at Sheffield University. In 2019, she intercalated in Humanities, Philosophy and Law (BSc) at Imperial College London. Freya has a special interest in Medical Ethics and is currently a member of the Institute of Medical Ethics Student Council as Education and Debate Lead. She has completed research projects on ethical issues surrounding student volunteering during the covid-19 pandemic and published work in the BMJ on the equity of UK medical training programmes. She has also volunteered as the Student Representative for the Doctors’ Association UK, an advocacy group campaigning for better working rights for doctors and other healthcare professionals.

    Phoebe Ross is from Brighton, East Sussex and currently studies at Brighton and Sussex Medical School. Phoebe also studied Humanities, Philosophy and Law (BSc) at Imperial College London where she explored her interest in medical history and feminist theory, completing projects on the sexualisation and objectification of women during the teaching of female anatomy in the 1800s. In 2017, Phoebe founded the ‘Brighton and Sussex Medical Feminist Society’, a group hosting social and academic events in support of women’s rights within medicine. She is currently secretary for the Institute of Medical Ethics Student Council. 

    In August 2022, Madeleine, Freya and Phoebe will start working as Foundation doctors for the NHS Greater Glasgow and Clyde.  

    Christine Todd is Professor of Clinical Internal Medicine and Chair, Department of Medical Humanities at Southern Illinois School of Medicine in Springfield, IL. Christine's undergraduate degree is in English Language and Literature from the University of Chicago, and my MD is from SIUSOM.  Her interests in Med Hum are narrative medicine, and using the arts to develop visual literacy.

    Mario Veen (@MarioVeen) is Assistant Professor Educational Research at the Erasmus Medical Center Rotterdam in The Netherlands. Mario is action editor for the Philosophy in Medical Education series of the journal Teaching & Learning in Medicine and co-editor of the first two books about philosophy and medical education: Applied Philosophy for Health Professions Education: A Journey Towards Mutual Understanding (Springer, 2022) and Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Taylor & Francis, forthcoming 2022). He hosts the podcasts Let Me Ask You Something, and Life From Plato’s Cave.

    If you have any questions about this episode, let me know! https://twitter.com/MarioVeen and https://marioveen.com/ 

    Mario

    1 hr
  • #06 Phenomenological research
    What makes a study phenomenological? What is the difference between phenomenological and a non-phenomenological research? And what makes it valuable for medical education?
     

    We discuss the sixth installment of the series on philosophy in medical education of Mario Veen and Anna Cianciolo, which appears in Teaching and Learning in Medicine: An International Journal --

    "Phenomenological Research In Health Professions Education: Tunneling from both ends" by Chris Rietmeijer and Mario Veen. You can download the article here: https://doi.org/10.1080/10401334.2021.1971989 

    Chris Rietmeijer has been a family doctor for over 20 years. He is now working as a teacher and curriculum designer for Dutch training of family physicians. Chris is also a PhD student, researching direct observation in postgraduate training relationships. And he lives in Amsterdam, the Netherlands.

    Anna Cianciolo is an associate professor of medical education at Southern Illinois University School of Medicine and Editor in Chief of Teaching and Learning in Medicine, home of the Philosophy in Medical Education series.
     

    Mario Veen (@MarioVeen) is Assistant Professor Educational Research at the Erasmus Medical Center Rotterdam in The Netherlands. Mario is action editor for the Philosophy in Medical Education series of the journal Teaching & Learning in Medicine and co-editor of the first two books about philosophy and medical education: Applied Philosophy for Health Professions Education: A Journey Towards Mutual Understanding (Springer, 2022) and Helping a Field See Itself: Envisioning a Philosophy of Medical Education (Taylor & Francis, forthcoming 2022). He hosts the podcasts Let Me Ask You Something, and Life From Plato’s Cave.

    If you have any questions about this episode, let me know! https://twitter.com/MarioVeen and https://marioveen.com/ 

    Mario

    51 min
  • #005 Foucault on Racism in Medical Education

    How do we deal with racism in medical education? Why are structural and systemic racism still a reality, despite our best intentions? And what can we do to address it?

    We discuss the fourth installment of the series on philosophy in medical education of Mario Veen and Anna Cianciolo, which appears in Teaching and Learning in Medicine: An International Journal --

    "Contending with our Racial Past in Medical Education: A Foucauldian Perspective" with three of the authors: Zareen Zaidi, Ian Partman and Tasha Wyatt.. You can download the article here: https://doi.org/10.1080/10401334.2021.1945929

    dr.Gareth Gingell is my co-host for this episode: @GGingell and https://education.utexas.edu/student/gareth_gingell 

    Zareen Zaidi, MD, PhD: @zareenmd and https://ufhealth.org/zareen-zaidi/background 

    Ian Partman: https://www.researchgate.net/profile/Ian-Partman 

    dr.Tasha Wyatt: @DrTashaWyatt

     

    If you have any questions about this episode, let me know! https://twitter.com/MarioVeen and https://marioveen.com/ 

    Mario

    58 min
  • #004 Doing Things with Words in Medical Education

    What is the role of language in medical education? How can medical education integrate insights from philosophy of language? And how can these insights help us do things with words in medical education?

    We discuss the fourth installment of the series on philosophy in medical education of Mario Veen and Anna Cianciolo, which appears in Teaching and Learning in Medicine: An International Journal --

    "Language, Philosophy and Medical Education" with the author John Skelton. You can download the article here: https://doi.org/10.1080/10401334.2021.1877712 

    dr.Anne de la Croix (https://orcid.org/0000-0001-5838-0323 and  https://www.annedelacroix.com/ and https://twitter.com/anne_croix) is my co-host for this episode.

    prof.John Skelton: https://research.birmingham.ac.uk/portal/en/persons/john-skelton(d77e534d-20ab-4a9f-9253-e5c4d4b61adc).html 

    If you have any questions about this episode, let me know! https://twitter.com/MarioVeen and https://marioveen.com/ 

    Mario

    46 min

About Let Me Ask You Something

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A podcast about philosophy and medical education