Abstract
Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring that they are involved citizens in their local, national and international communities.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Notes
As quoted in Anderson, Smith and Sidel.
Anderson et al., “What is Social Medicine?” 56–58.
Swick, “Toward a Normative Definition of Medical Professionalism,” 612–616.
“Medical Professionalism in the New Millennium: A Physician Charter,” 243–246.
Joffe et al., “Uneasy Allies: Pro-Choice Physicians, Feminist Activists and the Struggle for Abortion Rights,” 775–796.
Hafferty et al., “Beyond Curriculum Reform: Confronting Medicine’s Hidden Curriculum,” 403–407.
Kim et al., What I Learned in Medical School: Personal Stories of Young Doctors, xvii.
Kim, 75–79.
Wear, Women in Medical Education: An Anthology of Experience, ix.
Freire, Paulo Freire: A Critical Encounter, xiii–xiv.
Aranowitz, Paulo Freire: A Critical Encounter, 1–7.
Freire, Paulo Freire: A Critical Encounter, ix–xii.
Van Wyk, “Health Education as Education of the Oppressed,” 29–34.
Fahrenfort, “Patient Emancipation by Health Education: An Impossible Goal?” 25–37.
Shor, Paulo Freire: A Critical Encounter, 25–35.
Aranowitz, 9.
Freire, Pedagogy of the Oppressed, 72.
Merriam and Caffarella, Learning in Adulthood: A Comprehensive Guide.
Shor, 26.
Shapiro, “Parallel Process in the Family Medicine System: Issues and Challenges for Resident Training,” 312–319.
Shor, 26.
Freire, Teachers as Cultural Workers – Letters to Those Who Dare Teach, 90.
“Medical Professionalism in the New Millennium,” 243–246.
References
S. Aranowitz, “Paulo Freire’s Radical Democratic Humanism.” In P. McLaren & P. Leonard (eds.), Paulo Freire: A Critical Encounter, New York: Routledge, (2000): 1–7.
M. R. Anderson, L. Smith, and V. S. Sidel, “What is Social Medicine?” Monthly Review (2005): 56–58.
M. Fahrenfort, “Patient Emancipation by Health Education: An Impossible Goal?” Patient Education Counseling Vol. 10, no. 1 (1987): 25–37.
P. Freire, and Foreword, In P. McLaren & P. Leonard (eds.), Paulo Freire: A Critical Encounter, New York: Routledge, (2000): ix–xii.
P. Freire, Pedagogy of the Oppressed (New York: Continuum, 2002), 72.
P. Freire, Teachers as Cultural Workers—Letters to Those Who Dare Teach, In D. Trans Macedo, D. Koike, & A. Oliveira (eds.), Boulder: Westview Press, (1998): 90.
F. W. Hafferty, “Beyond Curriculum Reform: Confronting Medicine’s Hidden Curriculum.” Academic Medicine Vol. 73, no. 4(1998): 403–407.
C. E. Joffe, T. A. Weitz, C. L. Stacey, “Uneasy Allies: Pro-Choice Physicians, Feminist Activists and the Struggle for Abortion Rights.” Sociology of Health and Illness Vol. 26, no. 6 (2004): 775–796.
K. C. Kim, “Why Am I in Medical School?” In K. M. Takakuwa, N. Rubashkin, & K. E. Herzig (eds.), What I Learned in Medical School: Personal Stories of Young Doctors, Berkeley: University of California Press, (2004): 75–79.
“Medical Professionalism in the New Millennium: A Physician Charter.” Project of the ABIM Foundation, ACP—ASIM Foundation, and European Federation of Internal Medicine. Annals of Internal Medicine Vol. 136, no. 3 (2002): 243–246.
S. Merriam and R. Caffarella, Learning in Adulthood: A Comprehensive Guide 2nd ed. (San Francisco: Jossey-Bass, 1998).
J. Shapiro, “Parallel Process in the Family Medicine System: Issues and Challenges for Resident Training.” Family Medicine Vol. 22, no. 4 (1990): 312–319.
I. Shor, “Education is Politics: Paulo Freire’s Critical Pedagogy.” In P. McLaren & P. Leonard (eds.), Paulo Freire: A Critical Encounter, New York: Routledge, (2000): 25–35.
H. M. Swick, “Toward a Normative Definition of Medical Professionalism.” Academic Medicine Vol. 75, no. 6 (2000): 612–616.
K. M. Takakuwa, N. Rubashkin, and K. E. Herzig, “Introduction,” In K. M. Takakuwa, N. Rubashkin, & K. E. Herzig (eds.), What I Learned in Medical School: Personal Stories of Young Doctors, Berkeley: University of California Press, (2004): xvii.
D. Wear, “Introduction.” In D. Wear (ed.), Women in Medical Education: An Anthology of Experience, New York: SUNY, (1996): ix.
C. West, “Preface.” In P. McLaren & P. Leonard (eds.), Paulo Freire: A Critical Encounter, New York: Routledge, (2000): xiii–xiv.
N. C. Van Wyk, “Health Education as Education of the Oppressed.” Curtionis Vol. 22, no. 41 (1999): 29–34.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
DasGupta, S., Fornari, A., Geer, K. et al. Medical Education for Social Justice: Paulo Freire Revisited. J Med Humanit 27, 245–251 (2006). https://doi.org/10.1007/s10912-006-9021-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10912-006-9021-x