• Publications
  • Influence
Making sense of differences between medical schools through Bourdieu’s concept of ‘field’
  • C. Brosnan
  • Sociology, Medicine
  • Medical education
  • 1 July 2010
Medical Education 2010: 44: 645–652
‘Quackery’ in the Academy? Professional Knowledge, Autonomy and the Debate over Complementary Medicine Degrees
In 2012, the group ‘Friends of Science in Medicine’, mostly comprising academic doctors and scientists, lobbied to remove teaching in complementary and alternative medicine (CAM) from AustralianExpand
Travels in extreme social mobility: how first-in-family students find their way into and through medical education
ABSTRACT Higher education is understood as essential to enabling social mobility. Research and policy have centred on access to university, but recently attention has turned to the journey of socialExpand
Experiences of medical students who are first in family to attend university
Students from backgrounds of low socio‐economic status (SES) or who are first in family to attend university (FiF) are under‐represented in medicine. Research has focused on these students’Expand
Alternative futures: Fields, boundaries, and divergent professionalisation strategies within the Chiropractic profession.
  • C. Brosnan
  • Medicine
  • Social science & medicine
  • 1 October 2017
Examining the professionalisation strategies deployed by chiropractors within and outside of the university points to a number of possible futures for this CAM profession, including a potential split within the profession itself. Expand
Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power, Knowledge and New Ontological Subjects
Abstract Interprofessional education (IPE) – students of different professions learning together, from and about each other – is increasingly common in health professional degrees. Despite itsExpand
Nurses' attitudes towards complementary therapies: A systematic review and meta-synthesis.
The aim of this meta-synthesis is to review critically, appraise and synthesize the existing qualitative research to develop a new, more substantial interpretation of nurses' attitudes regarding the, use of complementary therapies by patients. Expand
Authentic early experience in Medical Education: a socio-cultural analysis identifying important variables in learning interactions within workplaces
This paper addresses the question ‘what are the variables influencing social interactions and learning during Authentic Early Experience (AEE)?’ AEE is a complex educational intervention for new medical students and multiple qualitative methods were used to create a study framework conceptually oriented to a socio-cultural perspective. Expand
The consequences of authentic early experience for medical students: creation of mētis
The purpose of this paper is to develop theory in the context of Authentic early experience, a collection of non‐uniform, complex educational interventions which require students to make repeated transitions between different workplaces and their university institution. Expand
Neuroscientists' everyday experiences of ethics: the interplay of regulatory, professional, personal and tangible ethical spheres.
Examining what ethics meant to one UK group conducting neuroscience research and delineating four specific types of ethics that shaped their day-to-day work sheds light on how ethical positions produce and are produced by scientific practice. Expand