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Michigan Journal of Community Service Learning, v10 n3 p57-63 Sum 2004

Anthropological concepts and methods provide an important framework for organizing community service learning. Critical reflection is central to both anthropology and community service learning. However, an anthropological approach to reflection stimulates the learner to consider their own cultural background. Little is understood about how to teach critical reflection. This article explores narrative storytelling among medical students, as a pedagogical process for reflection on cultural assumptions and to spur subsequent action toward social change in the practice of medicine among the poor. Students generated stories based on their own experiences to illuminate how unconscious cultural assumptions can create medical care that is harmful or useless to patients on the margins and stimulate a re-thinking of how unexamined assumptions may render care not in the patients' best interests. The article concludes with best practice recommendations for teachers in community service learning programs.

Descriptors: Service Learning, Story Telling, Anthropology, Economically Disadvantaged, Teaching Methods, Medical Students, Best Practices, Models, Medical Education

Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl

Autor: Chin, Nancy P.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5847&id=EJ905161

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