Technical Communication Quarterly Jan 2018

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
Open Access
Closed
Topics
writing pedagogy

Citation Context

Cited by in this index (5)

  1. Gubala et al. (2025)
    Bringing the Technical and Professional Communication Service Course Back
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  2. Griffith et al. (2024)
    A Field Wide Snapshot of Student Learning Outcomes in the Technical and Profess…
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  3. Driscoll et al. (2022)
    Threshold Genres: A 10-Year Exploration of a Medical Writer’s Development and S…
    Written Communication
  4. Clegg et al. (2021)
    Programmatic Outcomes in Undergraduate Technical and Professional Communication…
    Technical Communication Quarterly
  5. Bakke (2019)
    Trust-Building in a Patient Forum: The Interplay of Professional and Personal E…
    Journal of Technical Writing and Communication

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  1. Browning et al. (2017)
    Teaching a “Critical Accessibility Case Study”
    Journal of Technical Writing and Communication
  2. Frost et al. (2017)
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    Technical Communication Quarterly
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    Technical Communication Quarterly
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    Technical Communication Quarterly
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    Journal of Technical Writing and Communication
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