Expertise and Embodied Pedagogy in Medical Writing Curricula
This dissertation proposes curricular methods for medical writing programs for medical simulation laboratories at universities and hospitals. Drawing on historical literature of embodiment in anatomy instruction, I argue medical simulation laboratories pose challenges and opportunities for medical and nursing students to conceptualize clinical expertise through medical documentation. I developed a corpus of mission statements across a variety of universities and regulatory agencies to provide qualitative data and examine how expertise and embodied professional identity can be developed through medical progress notes, narrative charting, and SOAP notes as writing strategies suited for risk assessment outcomes and professionalization. I envision my dissertation as a retrospective examination of programmatic and pedagogical values concerning the role of writing in risk assessment, technical communication, and medical expertise.
- Doctor of Philosophy
- West Lafayette