scholarly journals The Power of Reflective Writing: Narrative Medicine and Medical Education

2013 ◽  
Vol 17 (4) ◽  
pp. 84-85 ◽  
Author(s):  
Samir Johna
Keyword(s):  
Medical Education ◽  
Narrative Medicine ◽  
Reflective Writing

Narrative Medicine in Postgraduate Medical Education

2018 ◽  
Author(s):  
Shannon Arntfield ◽  
Kathryn Hynes
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Narrative Medicine ◽  
Reflective Writing ◽  
Close Reading ◽  
Discipline Practices

This chapter presents a practically minded conceptualization of the field of narrative medicine (NM) as it relates to postgraduate educators. To assist educators implement and deliver NM education to residents, the practices, principles, and paradoxes of NM are reviewed. The practices of NM are made explicit because educators have a fundamental responsibility to understand them when offering training in this discipline. Practices include sharing a narrative, close reading, and reflective writing. The principles of NM are discussed because, when applied, they fortify the practices and enable more success and enjoyment. The principles of NM stipulate the work should be experiential, relational, and programmatic. The paradoxes of NM are identified and explored because they can stymie the efforts of educators to teach and can have major consequences to the outcomes of the work. The implementation paradox, the credibility paradox, and the legitimacy paradox are discussed.

Applications of Narrative Medicine to Surgical Education

2021 ◽  
pp. 000313482110298
Author(s):  
Carol EH Scott-Conner ◽  
Divyansh Agarwal
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Surgical Education ◽  
Core Competencies ◽  
Narrative Medicine ◽  
Medical Schools ◽  
Residency Programs ◽  
Surgical Residency

Narrative medicine describes the application of story to medical education and practice. Although it has been implemented successfully in many medical schools as a part of undergraduate medical education, applications to the residency environment have been relatively limited. There are virtually no data concerning the adoption of narrative medicine within surgical residencies. This paper provides a brief introduction to the formal discipline of narrative medicine. We further discuss how storytelling is already used in surgical education and summarize the literature on applications of narrative medicine to residents in other specialties. The relevance of narrative medicine to the ACGME core competencies is explored. We conclude with specific suggestions for implementation of narrative medicine within surgical residency programs.

Using narratives for medical humanities in medical training

2018 ◽  
pp. 129-139
Author(s):  
Alexander Kiss ◽  
Claudia Steiner
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Medical Training ◽  
Narrative Medicine ◽  
Illness Narratives ◽  
Evidence Based ◽  
Good Doctor ◽  
The University ◽  
Based Medicine ◽  
Humanities Curriculum

The University of Basel, Switzerland has developed a longitudinal medical humanities curriculum based on illness narratives and narrative medicine. The ultimate learning goal of medical humanities as taught in Basel is to foster narrative competence. A good doctor needs to be a good listener, a good storyteller, and should ideally be able to co-create an illness narrative together with a patient. Medical humanities consist of mandatory and optional elements. Blending evidence-based medicine, which is based on larger numbers of patients with similar characteristics, with narrative-based medicine, which is based on patients’ uniqueness, this programme provides medical students with the opportunity to develop and practice narrative medicine over the course of the six years of medical studies. This chapter discusses the programme and its place in medical education.

Reading and writing for healers

2017 ◽  
Vol 5 (4) ◽  
pp. 534
Author(s):  
Zsuzsa Horvath ◽  
Cynthia Salter ◽  
Judith Resick ◽  
Xiaohan Fan ◽  
Tanvi Mehta ◽  
...  
Keyword(s):  
Clinical Care ◽  
Narrative Medicine ◽  
Reflective Writing ◽  
University Of Pittsburgh ◽  
Written Text ◽  
Book Discussion ◽  
Event Series ◽  
Centered Care ◽  
The University

Aims, background and objectives: A growing body of research demonstrates that teaching close-reading and reflective writing to clinicians improves their ability to provide patient- and person-centered care. Through narrative medicine workshops, providers gain skills that can improve relationships with patients, increase empathy among clinicians and enhance clinical care. The goal of the event series (book discussion and reflective writing sessions) offered at the University of Pittsburgh School of Dental Medicine, USA was to provide participants an interactive opportunity to practise and reflect upon the basic tenets of narrative medicine. Methods: The objectives were to recognize how a written text can inform and enhance empathetic and humanistic thinking and to develop an increased appreciation for the importance of humanistic thinking in healthcare. The goal of this article was to share the outcomes of a unique program, which was offered in an interprofessional setting and organized by collaborators across disciplines within and outside of the healthcare professions. To evaluate the overall effectiveness of the introductory presentation, book discussion and reflective writing sessions, anonymous surveys were employed to study participants’ perception about the role of literature in healthcare, the role of reflection in the provision of care and insights gained in the sessions. Results: The study revealed overwhelmingly positive responses by the participants to the programming. Qualitative data analysis revealed multiple areas of learning. Discussion and Conclusion: Due to the success of the workshop series, the School of Dental Medicine will offer the event again and expects it to become a sustained yearly event that fosters collaborations across different schools of the University.

Reflective writing in medical education

2012 ◽  
Vol 34 (11) ◽  
pp. 955-956 ◽  
Author(s):  
Philip Song ◽  
Rosalyn Stewart
Keyword(s):  
Medical Education ◽  
Reflective Writing

scholarly journals Love and the Value of Life in Health Care: A Narrative Medicine Case Study in Medical Education

2016 ◽  
pp. 98-102 ◽  
Author(s):  
Jorge Pentiado ◽  
Helcia de Almeida ◽  
Fábio Amorim ◽  
Adriano Facioli ◽  
Eliana Trindade ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Narrative Medicine ◽  
Value Of Life

Piloting an Interprofessional Narrative-Based Interactive Workshop for End-of-Life Conversations: Implications for Learning and Practice

2021 ◽  
pp. 003022282199363
Author(s):  
Mollie Rose Canzona ◽  
Deborah Love ◽  
Rolland Barrett ◽  
Joanne Henley ◽  
Sara Bridges ◽  
...  
Keyword(s):  
End Of Life ◽  
Narrative Medicine ◽  
Reflective Writing ◽  
Time Constraints ◽  
Writing Anxiety ◽  
Barriers To Implementation ◽  
Multi Level ◽  
Interactive Workshop ◽  
Narrative Forms ◽  
Patient Stories

Background Based on the principles of Narrative Medicine, this study explored a narrative-based workshop for multi-level interdisciplinary clinicians who have EOL conversations. Methods Fifty-two clinicians participated in narrative-based interactive workshops. Participants engaged narrative in three forms: viewing narratives, writing/sharing narratives, and co-constructing narratives. Post workshop interviews were conducted and thematically analyzed. Results Five themes characterized how the workshop shaped learning and subsequent care experiences: (1) learning to enter/respond to the patient stories, (2) communicating across professions and disciplines, (3) practicing self-care. Additional themes emphasized (4) barriers to narrative learning and (5) obstacles to applying narrative to practice. Discussion Results highlight the function/utility of narrative forms such as the value of processing emotions via reflective writing, feeling vulnerable while sharing narratives, and appreciating colleagues’ obstacles while observing patient-clinician simulations. Challenges associated with narrative such as writing anxiety and barriers to implementation such as time constraints are detailed to inform future initiatives.

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