1. Articluate the value of postive relationships. Understand the power of intimte relationships.

2. Identify relationships and relationship factors that are important to him/her.

3. Understand the health benefits of meaningful relationships.

4. Recognize the difference between scientific and an interpersonal ways of knowing. Recognize how social structures and social practices influence relationships.

5. Analyze the role of culture and power in mediating relationship quality, including that of the health care professional and patient.

6. Understand how language provides the framework for the acquisition of new knowledge.

7. Recognize how scientific language objectifies relationships.

8. Apply the concept of 'witnessing' to the healer's role reflect on the difference between engagement and detachment.

9. Recognize the infrastructural nature of hierarchy.

10. Define transference/ countertransference. Define the limits of self-disclosure in professional behavior.

11. Articulate differences between the nurse's and physician's role.

12. Encounter examples of functional and dysfunctional relationships between health care professionals and patients.

13. Articulate fundamental components of a successful doctor-patient (or nurse-patient) relationship.

Section 1 > Exercise 1 > Anatomy lessons > Anatomy Students Dissecting

In the unit on the doctor-patient relationship Unit 1, we read David Gewanter's poem, "My father's autopsy." To recall that discussion, click here.

From David Gewanter's perspective, the father's delight in anatomical and pathological discovery comes at a price. Let us first recreate that delight by finding the positives in anatomic discovery. Then we will reflect on the problems that arise when too great a scientific focus excludes emotions and interpersonal connections.

Work through the following materials, which include photographs of medical students in their anatomy lab, photographs of real bodies preserved by plastination, and Alice Jones' poem, "The Foot." Answer the discussion questions that follow.

A. Meryl Levin, Anatomy of Anatomy. See copyright information below

View the following photographs from Meryl Levin's photographic documentary, Anatomy of Anatomy. Under each image is the name of a student. Click on the name and read the accompanying reflection. Pay attention to the ambiguity of the experience juxtaposing science and personhood in these students comments.

Hilary

Michael

Carrie

©Meryl Levin / from ANATOMY OF ANATOMY / ThirdRailPress.org

For more information, see link: http://thirdrailpress.org/aofa/home.html