Arno K Kumagai
Biographic Data
| ID | 100290 |
|---|---|
| NAME | Arno K Kumagai |
| GIVEN NAMES | Arno K |
| FAMILY NAME | Kumagai |
| SIGNATURE | KUMAGAI A K |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0001-7088-0208 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Dialogues across difference: Teaching for social justice and inclusion in health professions education
When dialoguing across cultures, it is important to consider who speaks for whom, whose stories are told, and whose voice is missing
(Re)humanizing clinical documentation for disabled children: A cascade of potential outcomes of critically reflective practice
Commentary on Aristotle’s Politics
1M.D. Elfassy is a third-year resident physician, Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; email: [email protected]. 2A.K. Kumagai is professor and vice chair for education, Department of Medicine, Temerty Faculty of Medicine, University of Toronto, researcher, The Wilson Centre, University Health Network, and the F.M. Hill Chair in Humanism Education, Department of Medicine, Women’s Co…
The Powers of a Fish: Clinical Thinking, Humanistic Thinking, and Different Ways of Knowing
How are ways of knowing similar between clinical reasoning and the humanities, and can the latter be used to elucidate the former? This commentary considers a conceptual model proposed by Prince and colleagues in this issue to explore the different ways of knowing in art and medicine. Their proposed model links 2 approaches to clinical reasoning with an analytic approach said to be characteristic of the humanities—visual thinking strategies (VTS)…
Discomfort, Doubt, and the Edge of Learning
Discomfort is a constant presence in the practice of medicine and an oft-ignored feature of medical education. Nonetheless, if approached with thoughtfulness, patience, and understanding, discomfort may play a critical role in the education of physicians who practice with excellence, compassion, and justice. Taking Plato’s notion of aporia—a moment of discomfort, perplexity, or impasse—as a starting point, the author follows the meandering path o…
Stories in the Time of Covid-19
The time of COVID-19 is the time of storytelling—stories of chaos, loss, and despair, but also of victories large and small, acts of kindness, and deep connections. Stories are a way to pass on meaning from one person to another, among communities, and across generations. COVID-19 stories are being used in the education of physicians, but for whose benefit and to what end? What if the “heroic” frontline worker is experiencing burnout or working o…
On Time and Tea Bags: Chronos, Kairos, and Teaching for Humanistic Practice
In these days of overwhelming clinical work, decreased resources, and increased educational demands, time has become a priceless commodity. Competency-based medical education attempts to address this challenge by increasing educational efficiency and decreasing the “steeping” of learners in clinical activities for set durations of time. However, in this environment, how does one teach for compassionate, humanistic practice? The answer arguably li…
Teaching the Social Determinants of Health: A Path to Equity or a Road to Nowhere?
Medical schools are increasingly called to include social responsibility in their mandates. As such, they are focusing their attention on the social determinants of health (SDOH) as key drivers in the health of the patients and communities they serve. However, underlying this emphasis on the SDOH is the assumption that teaching medical students about the SDOH will lead future physicians to take action to help achieve health equity. There is littl…
Exploring Matters of Race through Dialogue in the University of Michigan Medical School's Longitudinal Case Studies Program
Teaching is
Using Illness Narratives to Explore African American Perspectives of Racial Discrimination in Health Care
Explanations for race-based disparities in health and health care abound, yet the mechanisms through which individuals reach determinations of discrimination remains poorly understood. This study collected and analyzed first-person narratives from 12 African American adults regarding their interactions with the health care system to elucidate possible sources of racism and discrimination while seeking medical care. Our analysis revealed that part…
Beyond Cultural Competence: Critical Consciousness, Social Justice, and Multicultural Education
In response to the Liaison Committee on Medical Education mandate that medical education must address both the needs of an increasingly diverse society and disparities in health care, medical schools have implemented a wide variety of programs in cultural competency. The authors critically analyze the concept of cultural competency and propose that multicultural education must go beyond the traditional notions of "competency" (i.e., knowledge, sk…
The Patient’s Voice in Medical Education: The Family Centered Experience Program
Within the intimacy of the patient-doctor relationship, there is a deceptively simple but profound interaction: one human being uses his or her training, knowledge, and skills to alleviate the suffering of another. Profound, but not simple. Misunderstandings and mistrust abound. “He’s angry and noncompliant.” “My doctor’s a quack.” “She doesn’t seem to care what happens to her.” “My doctor never listens to me.”
The Hidden "I" in Amae: "Passive Love" and Japanese Social Perception
The Hidden "I" in Amae: "Passive Love" and Japanese Social Perception
Beyond Cultural Competence: Critical Consciousness, Social Justice, and Multicultural Education
In response to the Liaison Committee on Medical Education mandate that medical education must address both the needs of an increasingly diverse society and disparities in health care, medical schools have implemented a wide variety of programs in cultural competency. The authors critically analyze the concept of cultural competency and propose that multicultural education must go beyond the traditional notions of "competency" (i.e., knowledge, sk…
The Patient’s Voice in Medical Education: The Family Centered Experience Program
Within the intimacy of the patient-doctor relationship, there is a deceptively simple but profound interaction: one human being uses his or her training, knowledge, and skills to alleviate the suffering of another. Profound, but not simple. Misunderstandings and mistrust abound. “He’s angry and noncompliant.” “My doctor’s a quack.” “She doesn’t seem to care what happens to her.” “My doctor never listens to me.”
Using Illness Narratives to Explore African American Perspectives of Racial Discrimination in Health Care
Explanations for race-based disparities in health and health care abound, yet the mechanisms through which individuals reach determinations of discrimination remains poorly understood. This study collected and analyzed first-person narratives from 12 African American adults regarding their interactions with the health care system to elucidate possible sources of racism and discrimination while seeking medical care. Our analysis revealed that part…
Exploring Matters of Race through Dialogue in the University of Michigan Medical School's Longitudinal Case Studies Program
Teaching is
Teaching the Social Determinants of Health: A Path to Equity or a Road to Nowhere?
Medical schools are increasingly called to include social responsibility in their mandates. As such, they are focusing their attention on the social determinants of health (SDOH) as key drivers in the health of the patients and communities they serve. However, underlying this emphasis on the SDOH is the assumption that teaching medical students about the SDOH will lead future physicians to take action to help achieve health equity. There is littl…
On Time and Tea Bags: Chronos, Kairos, and Teaching for Humanistic Practice
In these days of overwhelming clinical work, decreased resources, and increased educational demands, time has become a priceless commodity. Competency-based medical education attempts to address this challenge by increasing educational efficiency and decreasing the “steeping” of learners in clinical activities for set durations of time. However, in this environment, how does one teach for compassionate, humanistic practice? The answer arguably li…
Stories in the Time of Covid-19
The time of COVID-19 is the time of storytelling—stories of chaos, loss, and despair, but also of victories large and small, acts of kindness, and deep connections. Stories are a way to pass on meaning from one person to another, among communities, and across generations. COVID-19 stories are being used in the education of physicians, but for whose benefit and to what end? What if the “heroic” frontline worker is experiencing burnout or working o…
The Powers of a Fish: Clinical Thinking, Humanistic Thinking, and Different Ways of Knowing
How are ways of knowing similar between clinical reasoning and the humanities, and can the latter be used to elucidate the former? This commentary considers a conceptual model proposed by Prince and colleagues in this issue to explore the different ways of knowing in art and medicine. Their proposed model links 2 approaches to clinical reasoning with an analytic approach said to be characteristic of the humanities—visual thinking strategies (VTS)…
Discomfort, Doubt, and the Edge of Learning
Discomfort is a constant presence in the practice of medicine and an oft-ignored feature of medical education. Nonetheless, if approached with thoughtfulness, patience, and understanding, discomfort may play a critical role in the education of physicians who practice with excellence, compassion, and justice. Taking Plato’s notion of aporia—a moment of discomfort, perplexity, or impasse—as a starting point, the author follows the meandering path o…
Commentary on Aristotle’s Politics
1M.D. Elfassy is a third-year resident physician, Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; email: [email protected]. 2A.K. Kumagai is professor and vice chair for education, Department of Medicine, Temerty Faculty of Medicine, University of Toronto, researcher, The Wilson Centre, University Health Network, and the F.M. Hill Chair in Humanism Education, Department of Medicine, Women’s Co…
Dialogues across difference: Teaching for social justice and inclusion in health professions education
When dialoguing across cultures, it is important to consider who speaks for whom, whose stories are told, and whose voice is missing
(Re)humanizing clinical documentation for disabled children: A cascade of potential outcomes of critically reflective practice
Psychology (11 works) · Medicine (9 works) · Sociology (9 works) · Medical education (8 works) · Innovations in Medical Education (7 works) · Empathy and Medical Education (6 works) · Political science (6 works) · Computer Science (4 works) · Health care (4 works) · Social Psychology (4 works)