Teaching Writing for the Health Professions: Disciplinary Intersections and Pedagogical Practice

Daniel Kenzie North Dakota State University ; Mary McCall Dakota State University

Abstract

This article outlines an approach to teaching a Writing for the Health Professions course and situates this approach within the aims of and tensions between the medical humanities, the rhetoric of health and medicine, and disability studies. This analysis provides a pragmatic walkthrough of how assignments in such courses can be linked to programmatic outcomes (with SOAP [Subjective, Objective, Assessment, Plan] note and patient education assignments as extended examples) as well as an interdisciplinary framework for future empirical studies.

Journal
Technical Communication Quarterly
Published
2018-01-02
DOI
10.1080/10572252.2017.1402573
CompPile
Open Access
Closed
Topics
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Citation context

Cited by in this index (8)

  1. Technical Communication Quarterly
  2. IEEE Transactions on Professional Communication
  3. IEEE Transactions on Professional Communication
  4. Journal of Technical Writing and Communication
  5. Written Communication
Show all 8 →
  1. Technical Communication Quarterly
  2. Journal of Technical Writing and Communication
  3. Double Helix

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