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The Significance of Scientific Capital in UK Medical Education

机译：科学资本在英国医学教育中的意义

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For decades, debates over medical curriculum reform have centred on the role of science in medical education, but the meaning of 'science' in this domain is vague and the persistence of the debate has not been explained. Following Bourdieu, this paper examines struggles over legitimate knowledge and the forms of capital associated with science in contemporary UK medical education. Data are presented from a study of two UK medical schools, one with a traditional, science-oriented curriculum, another with an integrated curriculum. Constructions of legitimate knowledge were explored at both schools through six months participant observation, interviews with faculty members (n=15) and students (n=37) and documentary analysis. Findings show that medical schools compete for both scientific and clinical capital, but ultimately science has greater legitimacy. 'Science' is denned in accordance with the structure of the traditional curriculum and has become a symbolic resource - a mark of distinction for both medical schools and medical students - which is equated with clinical competence. The significance of science is circumscribed by the medical education field, yet the struggles for scientific capital there have ramifications beyond medical education itself. It is argued that Bourdieu's concepts are particularly useful tools for studying the meanings that science takes on outside of the scientific field.
机译：几十年来，有关医学课程改革的争论一直围绕着科学在医学教育中的作用展开，但是“科学”在这一领域的含义是含糊的，并且辩论的持续性尚未得到解释。继布尔迪厄之后，本文考察了当代英国医学教育中有关合法知识和与科学相关的资本形式的斗争。数据来自对两所英国医学院的研究，其中一所具有传统的，以科学为导向的课程，另一所具有综合的课程。通过六个月的参与者观察，与教师（n = 15）和学生（n = 37）的访谈以及文献分析，在这两家学校中都探索了合法知识的建构。研究结果表明，医学院争夺科学和临床资本，但最终科学具有更大的合法性。 “科学”是按照传统课程的结构来定义的，已成为一种象征性的资源-对医学院和医科学生来说都是不同的标志-这等同于临床能力。科学的重要性已被医学教育领域所束缚，但是那里的科学资本之争除了医学教育本身之外还产生了许多其他后果。有人认为，布迪厄的概念对于研究科学在科学领域之外的意义特别有用。

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