‘Human First’: Teaching close reading and creative writing to medical students

Abstract

The University of Southern Denmark has introduced a mandatory course in Narrative Medicine into the curriculum of undergraduate medical students. It is part of a trajectory called ‘Human First’, which aims to improve the students’ empathic abilities by teaching them narrative competencies to draw on in their future clinical encounters as medical doctors. Although, theoretical accounts seem to make a strong case for the utility and value of educational interventions, such as courses in narrative medicine or medical humanities, there has been a lack of empirical studies providing evidence to support such accounts – especially those focusing on the long-term effects and impact on patient care. Our systematic literature search and review of empirical studies regarding the effects of teaching close reading of fictional texts and creative writing to medical and health care students, tentatively confirmed previous indications of positive effects. Larger, multi-site and more rigorous studies that assess the long-term impacts of these educational interventions and adjust for local variations are, however, still in short supply. Finally, we present critical reflections on whether empathy and similar phenomena are at all measurable and discuss the possibility of meaningfully evaluating the utility of curricular interventions such as narrative medicine courses.

Can literary reading and writing improve pharmacists’ medication counselling? A feasibility study of pharmacists’ efforts to achieve competence in narrative medicine

“…The course in narrative medicine unfolded over two separate days of eight hours each, separated by nine days in between. The content and form of the course were based on previous experiences from an elective course in narrative medicine for master's students in different majors at the Health Faculty of the University of Southern Denmark (Stewart-Ferrer & Rasmussen, 2019) and a study on a course in narrative medicine for pharmacy students in Germany (Nass et al, 2019). The course model was developed in collaboration with the director of the narrative medicine courses at the university.…”

“…At the University of Southern Denmark, an introductory course in narrative medicine has been mandatory for first-year medical students since 2017 (Stewart-Ferrer & Rasmussen, 2019). Here, lecturers from both humanities and medical sciences use the combination of close reading and creative writing with the purpose of enhancing narrative skills of listening to stories in the clinic (Stewart-Ferrer & Rasmussen, 2019). The close reading must investigate arts of high quality, so that the skills are trained by the most challenging, complex stories.…”