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God’s Hotel: A doctor, a hospital and a pilgrimage to the Heart of Medicine

God’s Hotel: A doctor, a hospital and a pilgrimage to the Heart of Medicine

A book review:

I stumbled onto this book in the public library and I guess the title first attracted me.  But fear not, the book does no proselytizing and contains no fantasy stories, nor stories of religious delusions, nor superstitions.  Rather, the story is a learned critique of modern scientific medicine, has a glimpse into Hildegard of Benign – the 12 century patron saint of holistic health types and nova spiritual seekers, and it provides a wealth of personal and informed insight into the politics of American health care for the poor. Add to this mix, an account of the Camino de Santiago pilgrimage and you have a great auto-autobiography.

This is the story of a Victoria Sweet, a modern physician, experienced in American hospital care, who embarks on a PhD study  of  the “slow medicine” and the Four Humours that constituted medical diagnosis and treatment throughout the middle ages up until the mid 19th century, when modern ideas and doctor supremacy became “best practices”.  Dr Sweet of course doesn’t get to, nor does she aspire to turn her back on the many diagnostic and treatments provided by modern medicine, yet she describes her growing awareness of the need for compassion, hands on physical examinations and just sitting with patients.

God’s Hotel, is a euphemism for the charitable almshouse, first established by medieval monks and nuns for the care of those not able to care for themselves and with no family to care for them.  These low tech county hospitals have all but disappeared in America, but were once an established part of social care giving in each county in the USA.  Dr Sweet shares  insights as a ward doctor at San Francisco’s Laguna Honda hospital as it is transformed from a long term, but active rural treatment hospital complete with gardens and barns into a modern public hospital. As you might suspect, the transformation is not all positive!

Two things I most enjoyed about the book were the way Dr Sweet recounts the lessons that individual patients (and the occasional hospital administrator) taught her as her job as a hospital doctor evolved. Secondly, was the etymological references that are sprinkled through the text, reminding me of how much our language, in addition to our practices are influenced by older understandings of medicine, politics and the world.

This book will make an ideal read (or a gift) for anyone involved in health care –either traditional or “new age”. For those outside of health care, like myself, it helped me to appreciate the lessons of life taught by the ‘bad girls and boys’, (patients with long histories of substance and life style abuse),  the administrators, the terminally ill and those with nowhere else to go. Highly recommended.

MOOCs as community??

MOOCs as community??

Here at Athabasca University we’ve finally begun serious talk about our approach to MOOCs.

We are working through two models, trying to decipher the pros and cons of each or both. These are:

  1. Run one of more of our own MOOCs, based in whole or part on our current online courses. In order to be a MOOC, the courses should be free and that creates some challenges. Obviously a revenue or substantial service model needs to be developed for sustainability.
  2. Cherry-pick a few MOOCs, offered by others, and after asserting that they are equivalent to an AU course allow and promote students to challenge the course for AU Credit.

Both models offer challenges. Giving credit for work outside our traditional online courses is a scary option as it may lay us open to critique for being not a rigorous school and giving our very transferable credits away too easily.  However, rare  amongst most universities, Athabasca already has an approved Challenge Exam Policy for many of our undergrad courses. This means that may students register and schedule an invigilated exam that covers the course materials. They can buy textbooks if they choose. They get no library, tutor, counselling or other academic support. However,  the number of students going this route has dropped substantially – to less than 1,000 year when we upped the fee to $354.   Many are worried that if we reduced the fee to the $30-60 range that Coursera charges for its “signature track” too many of our regular students would opt for the cheaper option which is about 40% or so less than our regular tuition.  I think the market value for challenge accreditation should be closer to $125 which should easily cover our admin costs. This MOOC for credit option is cheaper, easier and initially of lower service value but it may appeal to a whole new class of learners – Sound Familiar?? These are the characteristics of a classic disruptive technology.  Very scary indeed!!

The second debate  at Athabasca revolves around a MOOC platform. There are a number of options available including recent announcements of the availability as open source of the platform used by EdX and Stanford. But here at Athabasca, we are tending to look at ways to re-purpose our existing platforms. Moodle is an obvious choice and in addition we have quite a substantive elgg social networking platform that could be used. New instances of either of these platforms could work.  I think the choice depends on the nature of the MOOC. If the MOOC is of the so called xMooc variety with a tight predefined curriculum and learning outcomes, lots of teach centric videos, quizzes and threaded discussions, then likely MOODLE is best. However for cMOOCs in which students are encouraged to bring and develop their own personalities, web presences and artifacts using an emergent or connectivist pedagogical design, the ELGG based platform with its capacity for student created blogs, bookmarks, tweets, user generated videos, etc. may be best.

I was interested to read the article with Simon Nelson the director of the Uk’s collaborative MOOC consortria FutureLearn  led by the Open University.
Nelson sees FutureLearn as much more than xMOOC delivery platform, and hopes their platform may develop like a Facebook social network for lifelong learning.  We are trying to do this at Athabasca with our Athabasca Landing project – a boutique network, open to all members of our wider Athabasca community. But we are finding that it is hard to win a critical mass of users and to get buy from our administrative services. Academics and students have many options beyond the mega sites of Facebook and LinkedIn and as always, have limited amounts of time and energy. Perhaps with more MOOCs activity would increase, but then we might have to open our “walled garden, with windows” to any who enrolled in a MOOC – regardless of their intent to learn and contribute.

Anyone who has solved all of these issues, please contact us immediately! 🙂