Teaching madness and literature in a healthcare context: an enquiry into interdisciplinary education

Abstract

Purpose

This paper seeks to examine the value of teaching about mental illness through the use of literature.

Design/methodology/approach

Using the examples of two colleges in eastern USA that focus on educating students for healthcare careers, the paper examines two different course formats for using literature to teach about mental illness: a course that places the topic within the larger context of medicine and literature; and a freestanding madness and literature course.

Findings

While professional education tends towards specialization, it can lead to a monocultural vision that limits approaches to patients and problems alike. Courses integrating mental illness and literature were found to be effective means of counteracting this trend.

Research limitations/implications

The study is limited to two healthcare‐centred colleges in eastern USA.

Practical implications

For mental health clinicians and healthcare professionals in general, literature broadens the scope of both perspectives and analytical tools for understanding mental disorders and responses to them.

Originality/value

While literature courses often contain such themes as mental illness, courses that truly integrate literature with mental illness meet a growing need for interdisciplinary education as a means of preparing more flexibly thinking healthcare professionals.

Citation

Flood, D. and Farkas, C. (2011), "Teaching madness and literature in a healthcare context: an enquiry into interdisciplinary education", Mental Health Review Journal, Vol. 16 No. 3, pp. 128-137. https://doi.org/10.1108/13619321111178087