Year : 2005 | Volume
: 18 | Issue : 2 | Page : 236--245
How to Teach Holistic Care – Meeting the Challenge of Complexity in Clinical Practice
Department of General Practice, Monash University, Melbourne, Australia
Context: Removal of underlying pathologies through the application of science and technology alone will not restore a patient«SQ»s health; that will require connecting with the person behind the disease. Being ill changes physical and social functioning, emotional well-being, and last but not least, it affects one«SQ»s self-concept. It invariably leads to questions of the meaning and understanding of being ill, hence Pauli et al. (2000) termed the notion of a somato-psycho-socio-semiotic paradigm of health.
Objective: Understanding health in this context allows the conceptualization of health as a balance between these four domains.
Methods and Conclusions: This paper describes, through a systems-based methodology, the translation of the somato-psycho-socio-semiotic understanding of health into a flexible teaching approach for students and in a postgraduate setting for registrars. This teaching mode, by making the different dimensions that affect a person«SQ»s health transparent, has helped learners to rapidly progress towards our goal of becoming holistically practicing clinicians.
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|How to cite this article:|
Sturmberg J. How to Teach Holistic Care – Meeting the Challenge of Complexity in Clinical Practice.Educ Health 2005;18:236-245
|How to cite this URL:|
Sturmberg J. How to Teach Holistic Care – Meeting the Challenge of Complexity in Clinical Practice. Educ Health [serial online] 2005 [cited 2023 Mar 29 ];18:236-245
Available from: https://educationforhealth.net//article.asp?issn=1357-6283;year=2005;volume=18;issue=2;spage=236;epage=245;aulast=Sturmberg;type=0