Teaching Beyond the Medical Model

Abstract

This article describes a process, exemplified in two interrelated health care courses, of moving students beyond the medical model. In the two courses, Direct Practice and Self-Regulation Methods, students are taught to envision desired states rather than remaining focussed on disease and dysfunction. Through the use of biofeedback, relaxation and activities from psychophysical education, students develop an increased understanding of mind/body integration and the power of the image. The resulting change in world view is described at the level of students' own self-care, their relationship to clients and collegues, and their re-vision of the social work role in health care. Also included are responses from field instructors and the practice community to this teaching approach which stems from a focus on health.