Browsing by Subject "medical anthropology"

Now showing 1 - 3 of 3
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    Medicine and the Arts Week 2 - Me and TB: children's accounts of tuberculosis and the clinic
    (2015-01-21) Abney, Kate
    In this video, medical anthropologist Kate Abney shares some of the stories told by young patients in the tuberculosis (TB) wards of hospitals across South Africa’s Western Cape where she worked. She describes how she has helped to facilitate storytelling among young TB patients through art. This is the third video in Week 2 of the Medicine and the Arts Massive Open Online Course.
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    Medicine and the Arts Week 3 - Play in everyday contexts
    (2015-01-21) Ramugondo, Elelwani
    In this video, Elelwani Ramugondo, a medical anthropologist, talks about play in everyday contexts. She argues that play is often overlooked as a valuable tool for healing. She believes that play can help people to cope with stress, anxiety, and trauma. It can also help people to develop new skills and perspectives. This is the third video in Week 3 of the Medicine and the Arts Massive Open Online Course.
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    Transforming cognitive and emotional dissonance for physiotherapy students learning medical anthropology
    (2013) MacDonald, H
    Since the 1980s physiotherapy has shifted concerns towards cultural, economic, philosophical, political and social questions, and more flexible ways of speaking about and practicing physiotherapy. In response to both global shifts and local demands, the Physiotherapy Division at the University of Cape Town (UCT) approached their Social Anthropology colleagues to teach a broader range of perspectives to their physiotherapy students. The objective of this research was to explore the changes experienced by UCT physiotherapy students exposed to a cross-disciplinary teaching environment, and discuss the possible role of the course in affecting their experience. A qualitative research design drew data from multiple sources and was analysed using an interpretive content analysis method. Using an anthropological model of transformation, the changes experienced by students were categorised into three sub-categories of ‘separation’, ‘transition’ and ‘incorporation’. Emotional and cognitive changes were attributable to the course material. By attending to their emotional discomfort, physiotherapy students not only successfully incorporated anthropological concepts to healthcare but also improved their professional identities and personal self-worth.