A course in creative writing was designed as a possible tool in medical education. Twelve volunteers (six doctors and six non-medical staff) participated in seven workshops held weekly. Four aims were identified: to help put thoughts onto paper; to facilitate interpretation of narrative; to encourage expression of emotions related to illness and death, and to encourage creativity. The course was evaluated using participant observational analysis and two questionnaires. This paper discusses the outcomes in relation to these aims, but identifies additional issues raised by the development. Only six of the 12 participants produced a final piece of written work, with lack of self discipline being cited as the chief reason. There was a strong tendency for self reflection in the group, which needed appropriate support. How creativity can be encouraged remains unclear. The value of multidisciplinary learning in this context was identified. The value of creative writing for medical education remains difficult to measure, but the participants agreed unanimously that the course would be an enjoyable way of encouraging medical students in its stated aims.T hroughout the UK and abroad 1-6 modules in humanities are being increasingly offered as part of undergraduate medical education. The graduate course in medicine at the University of Cambridge, which started in September 2001, provided the opportunity to consider how a strand in literature could be developed within the course. Creative writing workshops could be used to enable students to develop their creative and reflective thinking, whilst also developing their writing skills. A course was designed and piloted with a group of volunteer staff from a local district general hospital. This article will describe the development, delivery, and evaluation of the course, and will discuss the lessons learnt.
COURSE DESIGNNone of the authors involved in the project had any previous experience in delivering creative writing classes. The objectives of the pilot study were therefore primarily to gain experience of delivering this type of course prior to offering the course to medical students. The aim was also to assess the effectiveness of the course in meeting specified aims, and to identify any practical issues in its delivery.
PREPARATION: DEFINING AIMSA literature search identified four specific interrelated aims for the course. These were to:• Get thoughts onto paper• Facilitate interpretation of narrative • Help express issues related to illness and death
• Encourage creativityReflective writing has been described as a method of developing skills in interpretation of patient narrative.7 This in turn may help doctors to acknowledge the plight of others and also to recognise their own personal journey in medicine. The importance of the patient's narrative is central to the practice of medicine, 8 9 with the exchange between the doctor and the patient taking narrative form.Writing has been described as different from talking or thinking in having a deeper reflective and educati...
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